Gender and mathematics

Markku S. HannulaUniversity of Turku

Department of Teacher Educationmarkku.hannula@zpg.fi

What is gender equity?

• Equity is the principle of providing equal oportunities regardless of gender

• Entrance examinations– No gender quota or bonuses

• Practice of schooling– Equal treatment regardless of gender

= Equal opportunities Equity of outcome

Equity of Educational Outcome• Learning results

– Knowledge, skills, disposition• Selection to further education• Entering profession and making a

career• Is there equity in mathematics?

Empirical results from comprehensive school

• Self-confidence of the highest achieving (mathematics mark 10) girls and boys.

Gender N Mean (max = 5)

SD

boy 137 4.4 0.45

girl 101 4.0 0.50

Empirical results from upper secondary school

• Female students (compared to male students) (general/advanced syllabus)– were less confident (η2 = 0.40 / 0.60)– perceived teacher quality lower (η2 = 0.22 / 0.10)– percieved mathematics more difficult (η2 = 0.12 / 0.40)

• gender and group interaction effect for enjoyment in advanced syllabus (stronger for female)– η2 = 0.062

Radical feministview of education

• Patriarchical society oppresses women• Education renews the structures that

oppress women• Feminist education aims at empowering

women to act regardless the oppressive social structures

Radical feministview of education

• Patriarchical society oppresses women• Education renews the structures that oppress

women• Feminist education aims at empowering

women to act regardless the oppressive social structures

• What can this mean in mathematics education

Towards equity

1. End gender discrimination• Is there discrimination?

• Is there a discriminative hidden curriculum?

Gender has an influence on the teaching students receive

• The teacher interaction with boys and girls is different– More contacts with boys– Tolerating more from the boys– ’Taught helplessness’

• May even influence exam grading• Bias is based on teacher beliefs (unconscious)• Have you observed this in school/university

Mathematics teahcers gender beliefs

• (Soro, 2002; Sumpter 2009; Forgasz & Leder)

• Geder equity is not a problem– Equity is self-evident– Mathematics has no gender

• Students are treated as individuals– Boys are talented but lazy– Girls are hard working and diligent

The paradox of gender neutrality

• When mathematics teachers try to be gender neutral, they create a discriminative hidden curriculum

Towards equity1. End discrimination2. Train girls

There are differences between sexes

• (Although they are mainly similar)• Innate/brought up/ cultural• Girls cultures – boys cultures

– Different hobbies– Different values

• Different role models• Differences generated/ amplified / conserved

by school

After comprehensive schoolGirls

• Languages• Standard algorithms in

mathematics• Collaboration,

altruism• Pro-humanism

Boys• Confident in

mathematics• Own strategies in

mathematics• Competitive• Pro-technology

Cognitive sex differences (Halpern, 1992)

Female better in• Producing synonyms• Verbal fluency• Computation• Anagrams

Men better in• Verbal analogies• Mathematical problem

solving• Mental rotations and

spatial imagery• Time-space -imagery

Training girls• Patch kognitive shortcomings

– E.g. spatial imagery• Offer support courses in mathematics,

physics, computer science...• Boost girls self-confidence• Provide role models• ”Girls into technology”

Are women not suited for mathematics ?

Towards equity1. End discrimination2. Train girls3. Develope teaching methods

Gender sensitive teaching

• Becoming aware of own patterns of interaction and changing it– Are you subconsciously a schauvinist?

• Teacher gender is not essential, a man can be a feminist

Methods that suit girls• Collaboration, interaction

– More than groupwork• Teaching from heart to heart

– The significance of learning• Values, understanding

– Esthetics, creativity Elämyksiä, • In-depth studying, project work• Suit also boys• Partial gender segregation

– If there is need for ”girls’ space”• Have you found methods that suit you?

Towards equity1. End discrimination2. Train girls3. Develope teaching methods4. Develope content

Importance of context

• Context has shown to play a significant role for girls’ performance in mathematics– Mix explosives or dough– Cut fabric or metal plate

Feminist view to content• Highlight the human aspects

– Functioning of human body– Applications in everyday life, consumer

perspective– Social significance

• Vivid experiences, esthetics, creativity

Feminist view to content• Highlight the human aspects

– Functioning of human body– Applications in everyday life, consumer

perspective– Social significance

• Vivid experiences, esthetics, creativity• Do you feel that you have had the opportunity

to focus on what you find most interesting?

Hidden curriculum?• Mathematics and science as tools of

power?– Science – nature– Science – human – Science – woman

• What could be a feminist perspective to mathematics?

Multiple femininities• Svariation within each sex is greater than

between sexes• Everyone is not like you• Gender sensitivity does not imply

stereotyping!