Gender and Mathematics: Interrogating the Data

Autor/inn/en	Forgasz, Helen; Leder, Gilah
Titel	Gender and Mathematics: Interrogating the Data
Quelle	In: Australian Mathematics Education Journal, 4 (2022) 1, S.9-15 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2652-0176
Schlagwörter	Foreign Countries; STEM Education; Females; Gender Bias; Disproportionate Representation; Womens Education; Mathematics Education; Mathematics Achievement; Beliefs; Educational History; Numeracy; Elementary Secondary Education; Enrollment Trends; Career Choice; School Role; Teacher Role; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Ausland; STEM; Weibliches Geschlecht; Geschlechterstereotyp; 'Women''s education'; Frauenbildung; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Belief; Glaube; History of education; Bildungsgeschichte; Rechenkompetenz; Lehrerrolle; Australien
Abstract	In contemporary Australia, an informed citizenry and a workforce with strong STEM-related skills are increasingly taken for granted. Yet it has also been well-established that females are underrepresented in STEM-related fields. In this article, Helen Forgasz and Gilah Leder focus on the M in STEM, that is, mathematics, and with a particular emphasis on gender. They begin by examining how gender has played a part in mathematics participation and learning over time. They then explore the more recent status of participation and achievement in mathematics by gender, and examine people's attitudes and beliefs about gender and mathematics. They conclude with a series of suggestions on how schools and teachers can identify if there are gender issues in mathematics in their own contexts and, if found, how they might go about achieving gender equity. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01