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On Aspects of Mathematical Reasoning: Affect and Gender
Umeå universitet, Institutionen för matematik och matematisk statistik. (Matematikdidaktik)ORCID-id: 0000-0001-9742-8908
2009 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis explores two aspects of mathematical reasoning: affect and gender. I started by looking at the reasoning of upper secondary students when solving tasks. This work revealed that when not guided by an interviewer, algorithmic reasoning, based on memorising algorithms which may or may not be appropriate for the task, was predominant in the students reasoning. Given this lack of mathematical grounding in students reasoning I looked in a second study at what grounds they had for different strategy choices and conclusions. This qualitative study suggested that beliefs about safety, expectation and motivation were important in the central decisions made during task solving.  But are reasoning and beliefs gendered? The third study explored upper secondary school teachers conceptions about gender and students mathematical reasoning. In this study I found that upper secondary school teachers attributed gender symbols including insecurity, use of standard methods and imitative reasoning to girls and symbols such as multiple strategies especially on the calculator, guessing and chance-taking were assigned to boys. In the fourth and final study I found that students, both male and female, shared their teachers view of rather traditional feminities and masculinities. Remarkably however, this result did not repeat itself when students were asked to reflect on their own behaviour: there were some discrepancies between the traits the students ascribed as gender different and the traits they ascribed to themselves. Taken together the thesis suggests that, contrary to conceptions, girls and boys share many of the same core beliefs about mathematics, but much work is still needed if we should create learning environments that provide better opportunities for students to develop beliefs that guide them towards well-grounded mathematical reasoning. 

Ort, förlag, år, upplaga, sidor
Umeå: Print & Media, Umeå University , 2009. , s. 39
Serie
Doctoral thesis / Umeå University, Department of Mathematics, ISSN 1102-8300 ; 41
Nyckelord [en]
affect, beliefs, gender, mathematical reasoning, problem solving, upper secondary school
Nationell ämneskategori
Annan matematik
Identifikatorer
URN: urn:nbn:se:du-15036ISBN: 978-91-7264-791-6 (tryckt)OAI: oai:DiVA.org:du-15036DiVA, id: diva2:740702
Disputation
2009-06-01, MA 121, MIT-huset, Umeå universitet, 13:15 (Engelska)
Opponent
Handledare
Tillgänglig från: 2014-08-26 Skapad: 2014-08-26 Senast uppdaterad: 2015-03-16Bibliografiskt granskad
Delarbeten
1. Upper secondary students’ task reasoning
Öppna denna publikation i ny flik eller fönster >>Upper secondary students’ task reasoning
2008 (Engelska)Ingår i: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 39, nr 1, s. 1-12Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Upper secondary students’ task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2008
Nationell ämneskategori
Didaktik Matematik
Identifikatorer
urn:nbn:se:du-15037 (URN)10.1080/00207390701464675 (DOI)
Tillgänglig från: 2007-12-19 Skapad: 2014-08-26 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
2. A reason to believe: beliefs as an influence on students task solving
Öppna denna publikation i ny flik eller fönster >>A reason to believe: beliefs as an influence on students task solving
2008 (Engelska)Rapport (Övrigt vetenskapligt)
Abstract [en]

Upper secondary students’ task solving reasoning was analysed, with a focus on what grounds they had for different strategy choices and conclusions. Beliefs were identified and connected with the reasoning that took place. The results indicate that beliefs have an impact on the central decisions made during task solving. Three themes stand out: safety, expectation and motivation.

Ort, förlag, år, upplaga, sidor
Umeå: Department of Mathematics and Mathematical Statistics, Umeå University, 2008. s. 45
Serie
Research report in mathematics education, ISSN 1401-6796 ; 2
Nationell ämneskategori
Annan matematik
Identifikatorer
urn:nbn:se:du-15009 (URN)
Tillgänglig från: 2014-08-25 Skapad: 2014-08-25 Senast uppdaterad: 2015-03-16Bibliografiskt granskad
3. Teachers' conceptions about students' mathematical reasoning: Gendered or not?
Öppna denna publikation i ny flik eller fönster >>Teachers' conceptions about students' mathematical reasoning: Gendered or not?
2009 (Engelska)Rapport (Övrigt vetenskapligt)
Abstract [en]

This study looks at how upper secondary school teachers gender stereotype aspects of students' mathematical reasoning. Girls were attributed gender symbols including insecurity, use of standard methods and imitative reasoning. Boys were assigned the symbols such as multiple strategies especially on the calculator, guessing and chance-taking. 

Ort, förlag, år, upplaga, sidor
Umeå: Department of Mathematics and Mathematical Statistics, Umeå University, 2009. s. 30
Serie
Research report in mathematics education, ISSN 1401-6796 ; 2
Nyckelord
teachers' conceptions, gender, mathematical reasoning, upper secondary school
Nationell ämneskategori
Annan matematik
Identifikatorer
urn:nbn:se:du-15008 (URN)
Tillgänglig från: 2014-08-25 Skapad: 2014-08-25 Senast uppdaterad: 2015-03-16Bibliografiskt granskad
4. Upper secondary school students' gendered conceptions about mathematics
Öppna denna publikation i ny flik eller fönster >>Upper secondary school students' gendered conceptions about mathematics
2009 (Engelska)Rapport (Övrigt vetenskapligt)
Abstract [en]

This study explores Swedish Natural Science students' conceptions about gender and mathematics. I conducted and compared the results from two questionnaires. The first questionnaire revealed a view of rather traditional feminities and masulinities, a result that did not repeat itself in the second questionnaire. There was a discrepancy between the traits the students ascribed as gender different and the traits they ascribed to themselves.

Ort, förlag, år, upplaga, sidor
Umeå: Department of Mathematics and Mathematical Statistics, Umeå University, 2009. s. 25
Serie
Research report in mathematics education, ISSN 1401-6796 ; 3
Nyckelord
gender, students' conceptions, upper secondary school
Nationell ämneskategori
Annan matematik
Identifikatorer
urn:nbn:se:du-15007 (URN)
Tillgänglig från: 2014-08-25 Skapad: 2014-08-25 Senast uppdaterad: 2015-03-16Bibliografiskt granskad

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