Supporting girls towards the development of positive mathematical identity

The purpose of this dissertation was to further support female students success in mathematics as it related to the classroom and beyond. The study documented girls’ experiences and feelings about math learning and contextualized their responses by comparing them to those of their male classmates. This study provided insights to what educators can do, specifically, to support female students’ success in mathematics. Current research provides valuable information about how to increase opportunities for female students to engage in meaningful opportunities for learning and discourse. This study adds to existing research by documenting female students’ perspectives on how they experience the mathematics classroom. This study discussed how female students interpret supporting and challenging pedagogical structures that they have experienced and currently experience.