Gendered? Gender-neutral? Views of gender and mathematics held by the Canadian general public

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    Abstract

    By investigating the general public’s views, we can better understand the cultural milieu in which mathematics teaching and learning take place. In this study, part of an international research project, I investigated the Canadian general public’s views of gender and mathematics. Using a brief survey, people on the street and in public spaces in four demographically diverse locations in the Canadian province of Ontario were asked their views on the topic. The findings suggest reasons to be both cautiously optimistic and concerned. While the most common response to the questions examined typically was to see no gender difference, more participants held a gendered view (typically privileging boys) than a gender-neutral view. Interestingly, no age group-related differences occurred in response patterns, but gender-related differences in response patterns were evident.

    Original languageEnglish
    Title of host publicationTransdisciplinarity in Mathematics Education
    Subtitle of host publicationBlurring Disciplinary Boundaries
    EditorsLimin Jao, Nenad Radakovic
    Place of PublicationCham Switzerland
    PublisherSpringer
    Pages193-212
    Number of pages20
    ISBN (Electronic)9783319636245
    ISBN (Print)9783319636238
    DOIs
    Publication statusPublished - 2018

    Keywords

    • Beliefs/views
    • Gender
    • General public
    • Mathematics education

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