Natural science and math abilities know no boundaries
Print Edition
During my years of teaching, I have taught numerous mathematics and science classes. From year to year, there are times when the top student is female and times when the top student is male. Some classes will have a disproportionately larger number of high achieving females, or males. For this reason, I do not feel there is a conclusive overall trend that implies a clear gender gap in classrooms today.
I also feel that student achievement is based on multiple factors, such as personal strengths and weaknesses, interests, previous learning experiences and learning style. This is the case for both genders. A pupil may excel in science or mathematics because they have a natural passion for the subject, or possibly due to the role of the subject in their parent’s lives and careers.
At YCIS, the teaching approach is to design and implement learning activities that will benefit our unique learner groups, rather than to focus on gender targeted approaches. We value all our students equally and strive to deliver valuable learning experiences that will develop and appropriately challenge individuals based on their own abilities. This involves delivering materials with different pedagogical approaches so we can cater for various learning styles.
For example, a teacher may use three or four different methods when teaching a topic. If only one or two of these methods has an impact on an individual learner, at least the pupil has been given multiple opportunities to engage in a meaningful learning experience that utilizes their preferred styles.
Additionally, mathematics and science are subjects in which the degree of student application can have a large impact on pupil progress, regardless of natural ability. This means that students from either gender can be high achievers in these subjects, simply because they place emphasis on their studies and work towards improving their grades.
If a learner is not meeting their potential, one strategy is to understand their method of approach and attitude towards the subject. Often students have preconceived ideas about a subject and their ability to achieve in that area, as well as the relevance of the content matter to their lives and potential careers.
With support and encouragement, pupils can find that they are able to progress in the subject and achieve academically. I believe that by supporting students’ hands-on learning, making real connections to their lives, and linking their learning to other subjects, we as teachers can help all students find an interest in a subject and encourage them to work to the best of their ability.
It is important to realize that all students have natural ability to find success in these subjects, regardless of their gender. Whether a student pursues a career in the Sciences, or uses the problem-solving skills they learned in mathematics in a completely unrelated career, we want all of our students to leave our classrooms better prepared for their next phase of life after graduation. By focusing on students as a group of learners, with individual interests and learning styles, all students will benefit.
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