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Investigating upper secondary school teachers’ conceptions: is mathematical reasoning considered gendered?
Dalarna University, School of Education, Health and Social Studies, Mathematics Education.ORCID iD: 0000-0001-9742-8908
2016 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 14, no s2, 347-362 p.Article in journal (Refereed) Published
Abstract [en]

This study examines Swedish upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different schools from four different locations in Sweden. The results showed that boys were significantly more often attributed to memorised reasoning and delimiting algorithmic reasoning. Girls were connected to gamiliar algorithmic reasoning, a reasoning type where you use standard method when solving a mathematical task. Creative mathematical founded reasoning, which is novel, plausible and founded in mathematical properties, was not considered gendered.

Place, publisher, year, edition, pages
Springer, 2016. Vol. 14, no s2, 347-362 p.
Keyword [en]
Gender, Mathematical reasoning, Teachers’ conceptions, Upper secondary school
National Category
Didactics
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-17117DOI: 10.1007/s10763-015-9634-5OAI: oai:DiVA.org:du-17117DiVA: diva2:794047
Available from: 2015-03-10 Created: 2015-03-10 Last updated: 2016-06-03Bibliographically approved

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Sumpter, Lovisa
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
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  • de-DE
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  • nn-NO
  • nn-NB
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  • Other locale
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  • asciidoc
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