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‘Boys press all the buttons and hope it will help’: Upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning
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 8, 1535-1552 p.Article in journal (Refereed) Published
Abstract [en]

Previous results show that Swedish upper secondary school teachers attribute gender to cases describing different types of mathematical reasoning. The purpose of this study was to investigate how these teachers gender stereotype aspects of students’ mathematical reasoning by studying the symbols that were attributed to boys and girls, respectively, in a written questionnaire. The results from the content analysis showed that girls were attributed gender symbols including insecurity, use of standard methods and imitative reasoning, and boys were assigned symbols such as multiple strategies especially on the calculator, guessing and chance-taking.

Place, publisher, year, edition, pages
2016. Vol. 14, no 8, 1535-1552 p.
Keyword [en]
Gender, gender symbols, mathematical reasoning, teachers’ conceptions, upper secondary school
National Category
Didactics
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-19480DOI: 10.1007/s10763-015-9660-3ISI: 000386496700009OAI: oai:DiVA.org:du-19480DiVA: diva2:855031
Available from: 2015-09-18 Created: 2015-09-18 Last updated: 2016-11-24Bibliographically approved

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Sumpter, Lovisa
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CiteExportLink to record
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Citation style
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