Gender and Education (original) (raw)
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Gender and Mathematics Education: An Overview
ICME-13 Monographs
Key findings and theoretical trends that have shaped research on gender and mathematics education are described in context. A brief historical note precedes the overview of the foundational work conducted in the 1970s. The assimilationist and deficit models that framed the early intervention programs designed to promote females' participation and learning of mathematics are discussed, as are the subsequent challenges and reassessments provided by broader feminist perspectives. The interactive influence on mathematics learning of relevant personal and contextual variables and the move towards more complex models of equity embedded in broader social justice concerns are highlighted. Given its enabling role in educational and career pursuits, and that gender equity concerns will thus remain a significant item on the research agenda of (mathematics) educators in many countries, guidelines for future work are offered.
Innovations in “gender issues” research in mathematics education
Mathematics Education Research Journal
Gender issues have long been a focus of mathematics education research. Landmark research was conducted over four decades ago by Fennema and Sherman (1977, 1978). The focus of early research was typically gender differences in students' achievement in, participation in, and attitudes toward mathematics (Leder, 2019; Leyva, 2017). Since that time, interest in researching this topic has fluctuated. Gender issues were a key focus of mathematics education research in the 1980s and 1990s. However, in recent decades, there has been less focus on this topic. For instance, in more recent editions of the Research in Mathematics Education in Australasia (RiMEA) 4-year reviews (
Gender and Mathematics : Theoretical Frameworks and Findings
Research in Mathematics Education in Australasia 2004 2007, 2008
The meaning of gender equity, the degree and nature of gender equity in mathematical outcomes and pedagogical practices, and the theoretical position of researchers of gender and mathematics are the concerns of the review of literature presented in this chapter. Findings generally reveal few significant gender differences in mean scores for achievement in Australia and New Zealand for the period under review, but gender differences favouring males in a range of affective factors, and in senior secondary participation, persist. Feminist and post-modern theories influenced some research into pedagogical practices, however most of the Australasian research conducted in the current period drew upon difference or deficit theory.
The Gender and Mathematics Working Group (GMWG) reconvenes this year at PME-NA to: discuss current work on gender at the national and international levels; examine feminist and gender study theories that inform our work; and connect gender and mathematics research findings to practice in schools and communities. Members share seven short summaries within topical subgroups to discuss theoretical frameworks, research questions, and results; and to make recommendations for further work. After sharing out results from the topical subgroups, the GMWG discusses future directions and makes plans for collaborations during the coming year. Collaborations include support in developing research agendas, collaborative writing, and pursuit of funding opportunities. The GMWG is open to any PME-NA members interested in issues of gender and mathematics; one does not have to have been a past participant. Introduction The Gender and Mathematics Working Group (GMWG) of PME-NA suspended its activity so...
Gender and Mathematics: Integrating Research Strands
newark.osu.edu
Our working group/discussion session constitutes a coming together of researchers in mathematics education in order to weave together the findings of various strands in research and understanding of issues in gender and mathematics. Over the past several years there has been a significant turn in the study and understanding of women's (and girls') relationships to the study and use of mathematics. Fifteen to twenty years ago, two kinds of studies dominated research on women and mathematics: (1) studies of sex differences in mathematics ability, study, achievement, and use, and (2) causal modeling studies which sought to identify social and psychological variables which interacted to predict female success in mathematics.
The Problem of Women and Mathematics
1981
This report is divided. into two main parts. The first part, The Problem of WOmen and Mathematics, emphasizes results of ten research projects initially funded ty the National Institilte'cf , Education (NIE) in 1979. They are euphgpized because the findings are current and the projects touched on all major issues.: Ttis part has sections on Sex Differehces in Mathematics, Factors Influencing.the Study and Learning of Mathematics, and Factors Influencing'Cateer Interests and choice. The 'second settion, Where Do We GcFrcm Mete,. is drawn from the book Women and the Mathematical, Mystique." part suggests directions for research and directions. fcr change. The document concludes with a list of references. (MP) *
Beyond the Box: Rethinking Gender in Mathematics Education
Τhe present symposium is an attempt to rethink gender in mathematics education research beyond the box, and especially the box of binaries. We consider the importance in contemporary neoliberal times of doing research in mathematics education with and through the perspective of gender and, equally, we advocate ways in which gender could be key towards discerning relations amongst mathematics, science and life. To that end the symposium will address specific questions and issues surrounding gender presently confronting researchers, as well as educators, and policy makers. Organized around presentations in dialogue with reactions, discussion and debate, the symposium is intended not only to enhance understanding but also to stimulate fresh thinking and to initiate ongoing critique about research on and with gender in recon guring the subject in mathematics education, reimagining classroom learning, or, reconsidering mathematics education research.
1977
The results of three investigations into major influences affecting women's participation and achievement in mathematics and their preferences for mathematics-related careers are reported. The major cognitive, affective and educational influences are studied. Major social influences, including sex role stereotyping mathematics as a male domain, and perceived usefulness of mathematics for later life roles, are also discussed. Evidence related to hypotheses of biological .sources as, major influences of differences in mathematical achievement are investigated. The underlying theme of all three papers is the finding that sex differences in mathematics achievement, which are usually evident for the first time around grade 8 or 9, are largely a function of differential course taking rather than any inability on the part cf women to learn mathematics. Mathematics tests that do show sex differences usually dc not control for the number of courses taken. Also, differences do not appear tc have a biological basis. (Author /MP)