Gender and Mathematics at Play: Parents' Constructions for Their Preschoolers' Mathematical Capabilities

Autor/inn/en	Moffatt, Lyndsay; Anderson, Ann; Anderson, Jim; Shapiro, Jon
Titel	Gender and Mathematics at Play: Parents' Constructions for Their Preschoolers' Mathematical Capabilities
Quelle	In: Investigations in Mathematics Learning, 2 (2009) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Learning Theories; Daughters; Mathematics Instruction; Parenting Skills; Investigations; Games; Parent Attitudes; Gender Differences; Preschool Education; Sons; Educational Research; Early Childhood Education + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Daughter; Tochter; Mathematics lessons; Mathematikunterricht; Untersuchung; Game; Spiel; Spiele; Elternverhalten; Geschlechterkonflikt; Pre-school education; Vorschulerziehung; Son; Sohn; Bildungsforschung; Pädagogische Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Using sociocultural learning theories and feminist post structural theories of gender, we explore how a diverse group of parents (n = 28) construct their preschool sons and daughters as capable/not capable of doing mathematics. Our study examines the interactions between parents and children while playing an age appropriate board game. Following an analysis of the parents' words and gestures, we found that on average, parents modeled mathematical procedures equally for daughters and sons, prompted their sons to complete mathematical procedures almost twice as frequently as they prompted their daughters, and enacted executive autonomy much more frequently with their daughters than with their sons. In other words, in the context of playing this board game the parents in this study appeared to construct their preschool sons and daughters as having a fairly equal potential for understanding math but constructed their sons as currently capable mathematicians more often than they constructed their preschool daughters this way. Implications for educators and researchers are considered. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10