Synopses & Reviews
In this work, Abigail James examines how girls' unique sensory, physical, cognitive, and emotional systems affect their performance in the classroom, and provides specific suggestions for how teachers can use that information to benefit girls either in single-sex or co-ed settings.
The book focuses on math and science instruction, since women are under-represented in these courses at the university level and in related fields, despite current incentives for female students to select math, science, or engineering majors. A large part of the problem appears to be that math and science classes are not taught in ways that complement the female brain. James shows teachers how to incorporate research-based findings and adapt classroom experiences to assist girls' learning within the best standards of classroom instruction.
Discover how girls' sensory, physical, cognitive, and emotional characteristics affect performance and how you can tailor instruction to promote girls' learning in math, science, and other areas.