A Critical Look at Danica McKellar's "Math Doesn't Suck: How to Survive Middle School Math without Losing Your Mind or Breaking a Nail"

Autor/in	Ray, Amy Elizabeth
Titel	A Critical Look at Danica McKellar's "Math Doesn't Suck: How to Survive Middle School Math without Losing Your Mind or Breaking a Nail"
Quelle	In: Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 26 (2017) 1, S.89-91 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0882-4843
DOI	10.5406/femteacher.26.1.0089
Schlagwörter	Rezension; Stellungnahme; Mathematics Instruction; Middle School Students; Mathematical Concepts; Females; Feminism; Gender Bias; Book Reviews; Sex Stereotypes; Gender Differences; Mathematics Achievement; Difficulty Level + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Feminismus; Geschlechterstereotyp; Book reviewing; Book review; Rezension; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schwierigkeitsgrad
Abstract	According to the author's website, Danica McKellar's first book is meant to serve as a resource for middle school girls to help them understand math concepts that are commonly confusing. This review will explore McKellar's use of mathematical contexts for presenting mathematical content and consider how these contexts may or may not limit the ways in which girls are portrayed as knowers and doers of mathematics. This review shows that, by including a limited scope of mathematical contexts for mathematical content, McKellar's book may actually sustain the deficit view and limited presence of females in mathematics McKellar is trying to overcome. It is important for textbook and resource writers to consider not only the representation of males and females in the text but also the types of activities and interests characters engage in and how these experiences may either sustain or help overcome gender bias related to females as knowers and doers of mathematics. (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01