Gender and Mathematics Education: An Overview (original) (raw)
Related papers
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.
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.
Topic Study Group No. 33: Equity in Mathematics Education (Including Gender)
2017
The Topic Study Group 33 at ICME-13 (TSG33) provided a venue for discussion by researchers and practitioners from different countries who are passionate about issues of equity and are working in their particular settings toward achieving the goal of mathematics for all. Certainly variations exist among countries in the terms used (e.g. equity, diversity, inclusivity, social justice) and the targeted groups (e.g. based on race, indigeneity, socioeconomic background, physical and cognitive disabilities). Our understanding of the complexity of issues related to opportunity to learn, participation in, and achievement in, mathematics have also changed as new theoretical models have informed our collective work. The aims of TSG33 sessions included, but were not limited to the following:
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 (
In the early 1970s, gender differences in mathematics learning outcomes favouring males were identified. Research efforts revealed that learner-related cognitive and affective variables, as well as school-related and societal factors were implicated. Policy changes and funded intervention programs followed and had mixed effects. Both government and research attention have since turned elsewhere. In this paper, I present recent findings on gendered patterns in mathematics achievement and participation rates, and on the effects of technology on mathematics learning outcomes. The data indicate that any narrowing of the gender gap in the past decade now appears to be reversing. While there is a growing tendency to focus on smaller scale, qualitative studies, I argue that there is also the need to continue examining large scale data sources to monitor trends over time. I use three navigational metaphors to challenge thinking on the direction of future Australasian research on gender issues in mathematics education.
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...
Women in mathematics education: pathways to participation
2021
Improving the participation of women in mathematics education at the post-secondary level, requires a deeper understanding of how women orient themselves within two very distinct domains: mathematics and education. Each domain holds competing ideas of the purpose of mathematics, including who should participate, which further adds to the complexity of how women position themselves at the intersection in the field of mathematics education. This narrative inquiry highlights the personal pathways—including experiences, thoughts, and stories—to becoming a woman mathematics educator at the post-secondary level. The research questions guiding this inquiry are: Why do women decide to teach mathematics education at the post-secondary level? What are the experiences of women mathematics educators who had “overcome barriers”? What are the critical moments along their pathway to participation? This inquiry brings together critical feminist theory, psychoanalytical perspectives, and social cons...
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)
International Journal of Research and Innovation in Social Science, 2023
The report released in 2022 by United Nations Educational, Scientific, and Cultural Organization (UNESCO) shows that globally, female enrolment is at least 88% at primary and secondary school levels. The 88% is an indicator of good progress in gender equality in education. Of concern, however, is gender equity in Mathematics classrooms. Internationally set goals, Education For All (EFA) Goal 5, Millenium Development Goals (MDGs) Goal 3 and Sustainable Development Goals (SDGs) Goal 4, all focus on gender equity. This study aims to raise awareness about strategies and practices for gender equity in teaching and learning Mathematics. The study uses inclusion and exclusion criteria, a literature review, and empirical data analysis. Evidence suggests that gender equity in Mathematics improves critical thinking skills and increases gender balance in Mathematics education. The researchers recommend further study on strategies for integrating gender equity in Mathematics classrooms.