Towards Gender Equity in Mathematics Education: An ICMI by Gila Hanna

By Gila Hanna

The current quantity includes unique scholarly articles that enhance additional concerns touching on gender fairness in arithmetic schooling. the idea - that there's no actual or highbrow barrier to the participation of ladies in arithmetic, technological know-how, and know-how - presents the start line for analyses and dialogue. The authors discover the attitudinal and societal/structural purposes for the gender imbalance in those fields and think about foci for switch, together with curriculum and evaluation practices, school room and college cultures, and instructor schooling courses. an incredible a part of the publication includes a chain of specific descriptive reviews of schooling platforms internationally from the point of view of arithmetic and gender fairness concerns.

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Linda Weisbeck’s (1992) results add some interesting dimensions to our knowledge of teachers’ cognitions. During stimulated-recall interviews, teachers reported that they thought more about boys than about girls during instruction. However, the characteristics they used to describe girls and boys were very similar. It appears that teachers are very aware of whether the child they are interacting with is a boy or a girl. However, they don’t think that there are important differences between girls and boys that should be attended to as they make instructional decisions.

They argue that almost all scholarship, including the development of what is called science and mathematics, has been done by men and from a masculine viewpoint, utilizing values that are shared by men, but not by women. Those major bodies of knowledge that appear to be value-free and to report universal truth are in reality based on masculine values and perceptions. Since males’ roles and spheres in the world have been so different from females’ roles and spheres (Greene, 1984), these bodies of knowledge do not reflect 50 percent of human beings and thus are incomplete and inaccurate.

1990). Mathematics and gender: Influences on teachers and students. New York: Teachers College Press. , & Peterson, P. (1985). Autonomous learning behavior: A possible explanation of gender-related differences in mathematics. In L. C. Wilkinson & C. B. ), Gender influences in classroom interactions (pp. New York: Academic Press. , & Peterson, P. L. (1986). Teacher-student interactions and sex-related differences in learning mathematics. Teaching and Teacher Education, 2 (1), 19-42. , Peterson, P.

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