The Canadian general public's views of gender and mathematics: a comparison of findings from binary and non-binary studies

Jennifer Hall, Limin Jao

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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 languageEnglish
Title of host publicationCanada International Conference on Education (CICE-2018)
EditorsRegis Chireshe, Isao Miyaji, Olianiyi Alaba Sofowora, Marta Cabral, Lorayne Robertson
Place of PublicationLondon UK
PublisherInfonomics Society
Number of pages7
ISBN (Print)9781908320902
Publication statusPublished - 2018
EventCanada International Conference on Education 2018 - University of Toronto Mississauga, Mississauga, Canada
Duration: 25 Jun 201828 Jun 2018


ConferenceCanada International Conference on Education 2018
Abbreviated titleCICE 2018

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