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As far as math anxiety, “many many more girls and women than men are anxious,” said Jo Boaler, a professor of mathematics education at Stanford, “and we know anxiety holds people back — there are still messages out there that math is for boys and not for girls.” Some of the anxiety, she said, may be transmitted by elementary school teachers, who are likely to be female, and are often themselves anxious about math. “We know that girls identify with their elementary teachers,” she said, and are more likely than boys to be affected by the teacher’s math anxiety, if it is present, contributing to what she called “the cycle by which this continues.”
CCSS.MATH.CONTENT.8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
CCSS.MATH.PRACTICE.MP1 - Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 - Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 - Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 - Model with mathematics.
CCSS.MATH.PRACTICE.MP5 - Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 - Attend to precision.
CCSS.MATH.PRACTICE.MP7 - Look for and make sure of structure.
CCSS.MATH.PRACTICE.MP8 - Look for and express regularity in repeated reasoning.