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Pre-school mathematics – a gendered activity?
Dalarna University, School of Education, Health and Social Studies, Mathematics Education.ORCID iD: 0000-0001-9742-8908
2012 (English)In: ICME12-Proceedings, 2012Conference paper, Published paper (Refereed)
Abstract [en]

The interactions between two pre-school teachers and their students were analysed looking at turn-taking in communication and content in mathematical activities. The results indicate that girls are often placed in the role of help-teachers. Also, the teachers demand more of the girls than the boys. In common talking space boys’ reasoning are more frequently highlighted. Girls are attributed properties such as ‘cute’ and boys ’cool’. The two teachers consider this behaviour as something “that you do”.

Place, publisher, year, edition, pages
2012.
Keyword [en]
Gender, Interaction, Mathematical competencies, Pre-school level
National Category
Didactics
Research subject
Utbildning och lärande
Identifiers
URN: urn:nbn:se:du-11940OAI: oai:DiVA.org:du-11940DiVA: diva2:608622
Conference
12th International Congress on Mathematical Education, July 8-15, 2012, COEX, Seoul, Korea
Available from: 2013-02-28 Created: 2013-02-28 Last updated: 2015-09-03Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NB
  • sv-SE
  • Other locale
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Output format
  • html
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