By third grade, females, in comparison with males, rate their competence in mathematics lower - even when they receive the same or better grades. Teacher practice contributes to the continuation or elimination of these patterns. Some of the most commonly cited research shows that teachers of all grade levels tend to call on boys more often than girls, ask them more complex questions, provide them with more analytical feedback, and attribute their success to ability. Teachers more often think girls succeed in math because they try hard. The standards-based curricula include several teaching methodologies and mathematical content strands not typically found in traditional elementary math classrooms.
Students frequently work in cooperative groups.
They are encouraged to create their own strategies for solving problems and to be able to use multiple strategies. Data analysis, math of change, and geometry are emphasized. The teacher's role shifts from one who gives information to a more facilitative approach. Many of these changes reflect the NCTM's commitment to making mathematics accessible to all students. They allow students to enter learning at their own pace and in their own style.