Gender interaction in mathematics classrooms: Reflection and transformation (original) (raw)
Related papers
2015
The present study intended to explore possible gender-based patterns of teacher-pupil interactions in mathematics classrooms and its effect on pupils’ attitude towards mathematics. Data were gathered using an attitude scale and a classroom observation schedule and the study was carried out in a natural school environment following a quantitative research design methodology and it involved junior secondary school pupils and their mathematics teachers. The general result from this study showed gender based differences in attitudes towards mathematics and in the patterns of teacher-pupils interactions, with boys demonstrating more positive attitude and interacting more with their mathematics teacher than girls.
This paper outlines the author's purpose for reviewing literature on gender differences in mathematics education. An overview of research findings on gender and mathematics from industrial societies (USA, Australia, and UK) and from some developing countries in Southern Africa (South Africa, Mozambique, and Botswana) is then presented. Some causal factors for the existence of gender differences in mathematics achievement are critiqued and the link between mathematics and social entities (democracy and power) are challenged. The implications of the above for research on girls learning mathematics in Botswana (and Africa) are finally suggested.
Gendered Teacher-Student Interactions in Junior Secondary Mathematics Classrooms in Nigeria
2017
Mathematics teachers do not remember how they interact with their students’ in mathematics classrooms and also do not have ample time to reflect and analyse their pattern of interaction with the students; however, they continue interacting differently with females and males without knowing. This study aimed to investigate teacher-student interactions at junior secondary (JS3) mathematics classroom for gender bias. Mixed method research design was employed. Two instruments were used such as Interaction for Sex Equity in Classroom Teaching (INTERSECT) with a coding sheet and interviews. Six mathematics teachers, three males and three females were observed three times each. The researchers recorded 361 interactions of 180 male and 150 female students who were present in the observed classrooms. The findings revealed that males received significantly more acceptance-intellectual interactions than females did, the female learners receive significantly more remediation– intellectual inter...
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 Class Participation: A Case Study of Lower Primary Learners in Mombasa County
This qualitative case study aims to investigate the gender differences in mathematics class participation particularly in early primary learners in public primary school in Mombasa County- Kenya. The main goal is to determine any gender differences participation in class and response to the class activities in the mathematics classroom. The study also evaluates the gender differences in early primary classes with that of upper primary classes in order to identify current trends of gender differences and mathematics class participation in this school. Primary data were collected from a purposively selected public primary school in the County using classroom observation, interviews with two teachers from class 2 and 3, and questionnaires to the mathematics teachers from class 4 to 8. The collected data was then subjected to a descriptive analysis and the results showed that though both genders showed eagerness and readiness to learn mathematics, gender differences in mathematics class...
This study investigates the impact of teacher gender and school type on the attitudes and academic performance of female high school students in mathematics. Utilizing a sample of 262 final-year high school girls and 10 mathematics teachers from both mixed-gender and single-sex schools in the Sunyani West District located in Ghana, the study employs surveys and achievement tests to gather quantitative data. Statistical analyses reveal several key findings. Male and female teachers shared similar beliefs regarding female students in general. Significant differences emerged in perceptions of students' mathematical abilities. Girls taught by male teachers exhibited lower anxiety levels (t (260) > 1.96, p < 0.05) and higher self-confidence (t (260) > 1.96, p < 0.05) in mathematics compared to those taught by female teachers. Additionally, mixed-gender schools fostered more positive attitudes towards mathematics among female students compared to single-sex schools (t (260) > 1.96, p < 0.05). There were positive correlations observed between students' attitudes towards mathematics and their academic performance, highlighting the importance of teacher-student relationships in shaping students' perceptions and achievements in mathematics. These findings underscore the need for inclusive teaching practices and the recruitment of qualified mathematics educators to support the academic success of female students in mathematics. Future research could explore the disparate treatment of male and female students in mathematics classrooms and investigate effective pedagogical strategies to promote equitable learning outcomes.
The non-participation of girls in advanced mathematics has become a concern over a number of years. This study sought to find ways of increasing female participation in Mathematics at advanced level based on an understanding of the constraining factors to female participation in mathematics. The descriptive survey research design was adopted in this study in which questionnaires, interviews and observations were used as data collection instruments. Questionnaires were completed by ninety nine female students (sixty 'O' levels and thirty nine 'A' levels) and nine mathematics teachers. Interviews were conducted with three mathematics teachers, 10 'A' level female students who were not taking mathematics and twenty 'O' level female students. Classroom observations were also conducted in six Mathematics lessons. Each lesson lasted for forty minutes. The results of the study have revealed the following factors as limiting female participation in mathematics: perceived difficulty of the subject, lack of self confidence, anxiety, negative teacher attitudes, negative stereotypes about girl's math abilities, cultural belief that mathematics is a male domain and lack of knowledge about mathematics careers entail. The research findings also revealed that to promote female participation in advanced level mathematics, parents and teachers should: enhance girls' confidence about their math abilities; create a conducive classroom climate that enhances interest and curiosity in mathematics; expose girls to female role models who have succeeded in mathematics and provide information advice and guidance on mathematics careers. The study recommends that gender and cultural biases attached to mathematics should be de-emphasized at home and school and that mathematics teachers should adopt some of the more recent reform-based instructional strategies that actively engage students while the Government should give incentives to girls who study mathematics at higher levels in order to encourage young females to pursue mathematical careers.
Dissertation Abstracts International, 1995
The purposes of this study were to: (1) identify interaction patterns that emerged during mathematics instruction in elementary school classrooms that established an "inquiry" mathematics tradition, (2) describe any gender-related differences in these patterns, and (3) attempt to account for the presence or absence of such differences. Preliminary analysis suggests that. aspects of an inquiry approach to mathematics instruction may have had a positive impact in providing gender-equitable learning opportunities for boys and girls. (Author/MKR)
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.