Investigating Upper Secondary School Teachers' Conceptions: Is Mathematical Reasoning Considered Gendered?

Autor/in	Sumpter, Lovisa
Titel	Investigating Upper Secondary School Teachers' Conceptions: Is Mathematical Reasoning Considered Gendered?
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016), S.347-362 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9634-5
Schlagwörter	Mathematics; Mathematics Instruction; Mathematics Education; Mathematical Logic; Thinking Skills; Abstract Reasoning; Mathematics Skills; Females; Gender Differences; Gender Issues; Foreign Countries; Secondary School Mathematics; Secondary School Teachers; Teacher Attitudes; Mathematics Teachers; Creative Thinking; Sweden + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematical logics; Mathematische Logik; Denkfähigkeit; Abstraktes Denken; Denken; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Weibliches Geschlecht; Geschlechterkonflikt; Geschlechterfrage; Ausland; Lehrerverhalten; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kreatives Denken; Schweden
Abstract	This study examines Swedish upper secondary school teachers' gendered conceptions about students' mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different schools from four different locations in Sweden. The results showed that boys were significantly more often attributed to memorised reasoning and delimiting algorithmic reasoning. Girls were connected to gamiliar algorithmic reasoning, a reasoning type where you use standard method when solving a mathematical task. Creative mathematical founded reasoning, which is novel, plausible and founded in mathematical properties, was not considered gendered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01