Towards Gender Equity in Mathematics Education

Supervisor:  Patricia Cretchley

Description:  Although there are many reports to the contrary, and the gender debate rages, many girls enjoy mathematics at school, perform well on a wide range of styles of assessment, and report a strong sense of pleasure and satisfaction in their achievements. Yet professional and academic fields of mathematics, and curriculum developments, are generally dominated by men. This course examines contemporary research and  perspectives on gender equity issues, and contributions in the ICMI 1996 study "Towards Gender Equity in Mathematics Education", in particular, and reviews that literature in the light of current reports on the neglect of boys' education and the dearth of male teacher role models at the primary school level, in some parts of the world. In particular, a significant finding from the huge data-set arising from a TIMS study is raised for critical discussion: that a student's achievement in recent TIMS mathematics tests at primary school level was positively related to his or her having a male mathematics teacher. The course aims at identifying appropriate ways to encourage males and females into the study of mathematics at all levels, and strategies for encouraging students with a strong potential into the teaching profession, and raises debate on gender issues in a wide range of areas of influence: from education policy, to school and classroom management, to curriculum and course design.

Prerequisites:  TBA

Main text:  TBA

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