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

Jennifer Hall, Limin Jao

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

    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 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
    Pages227-233
    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

    Conference

    ConferenceCanada International Conference on Education 2018
    Abbreviated titleCICE 2018
    Country/TerritoryCanada
    CityMississauga
    Period25/06/1828/06/18

    Cite this