Innovations in “gender issues” research in mathematics education (original) (raw)
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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.
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 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.
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 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...
Trends and factors concerning gender and mathematics in Australasia
2008
For many years now gender differences in average mathematics achievement in Australia and New Zealand have not been significant in large-scale domestic and international studies. However there is some recent evidence, from Australia at least, that gender differences in achievement favouring males may be re-emerging and, despite some positive affective findings and trends with respect to affect and participation leading up to the turn of the century, a pattern of lower interest and declining participation in mathematics among girls is evident. In this paper, trends in gender equity with respect to participation, achievement and affect reported in the literature over the past decade will be presented and analysed. Of particular interest are the factors that may have influenced these trends. Findings from recent research will be discussed. However it would seem that the attempts made by researchers to explain these trends are either limited in their capacity to establish an explanation...
Session I - Gender and Mathematics: Quality and equity
2014
Over the past two decades, there have been no gender differences in mathematics achievement in Australia in large-scale international surveys such as the Trends in International Mathematics and Science Study (TIMSS). Similarly, when mathematical literacy was measured in the Programme for International Student Assessment (PISA) in 2003, there were no gender differences. However, PISA 2012 found that, while average scores in mathematics had declined in Australia, males in Australia were significantly outperforming females, and females had significantly higher average levels of anxiety about and significantly lower levels of confidence in mathematics. In light of the recent report of the Australian Council of Learned Academies, which points to an underrepresentation of women in science, technology, engineering and mathematics (STEM) careers in Australia, these trends are worrying, and point to the possibility of even fewer females progressing into these areas. This paper unpacks the PISA 2012 data to further investigate the achievement, attitudes and beliefs of young Australian females and males about mathematics. For whom is Australia providing a quality education in mathematics, and to what extent is this provided in an equitable way? It is hoped that a more differentiated view of the achievement, attitudes and beliefs of both males and females will assist governments in making policy decisions that will encourage participation and higher levels of achievement for females.
Elementary Students’ Views on the Gendering of Mathematics
European Journal of Educational Research
Gender differences in mathematics learning outcomes are still evident in many countries participating in large scale international testing, as well as in national testing in Israel, the context in which the study reported here was conducted. The participants were 281 students from three Israeli elementary schools and were in grades 4 and 6. The students completed a questionnaire with items based on a selection of variables included in explanatory models for gender differences in mathematics. It was found that many students held gendered beliefs related to mathematics learning, particularly when the questions asked related to themselves or to significant others in their lives (parents and teachers); the views of the majority of students were gender neutral. When presented with two photographs-a man, and a woman-and asked who was the one more likely to work with mathematics, it was clear that the students' choices and explanations echoed perceptions of mathematics as a male domain.