Abstract
In this paper, we discuss findings from a portion of a larger study, in which members of the Australian and Canadian general public were queried about their views of gender and mathematics. Specifically – and novel to the field – the questionnaire that was used to collect the data was completely non-binary in nature (e.g., “For which gender…”). Here, we focus on the Canadian dataset, and draw comparisons to findings from an earlier study [8], in which the general public were asked about their views of gender and mathematics using a similar questionnaire, but with binary (e.g., “girls or boys”) wording. We discuss differences in the findings of the two studies and consider how the wording of the questionnaires may have contributed to the differences in findings. We conclude by providing suggestions for conducting “gender issues” research in mathematics education in ways that reflect contemporary perspectives of gender.
Original language | English |
---|---|
Title of host publication | Canada International Conference on Education (CICE-2018) |
Editors | Regis Chireshe, Isao Miyaji, Olianiyi Alaba Sofowora, Marta Cabral, Lorayne Robertson |
Place of Publication | London UK |
Publisher | Infonomics Society |
Pages | 227-233 |
Number of pages | 7 |
ISBN (Print) | 9781908320902 |
Publication status | Published - 2018 |
Event | Canada International Conference on Education 2018 - University of Toronto Mississauga, Mississauga, Canada Duration: 25 Jun 2018 → 28 Jun 2018 |
Conference
Conference | Canada International Conference on Education 2018 |
---|---|
Abbreviated title | CICE 2018 |
Country/Territory | Canada |
City | Mississauga |
Period | 25/06/18 → 28/06/18 |