Women Learning Mathematics: A Qualitative Study

Abstract

While research connecting learning and mathematics is relatively abundant, existing research tends to follow a deficit model framework. This qualitative study seeks to identify the ways in which adult women believe they learn mathematics most effectively. Women engaged in fields that are both highly dependent upon mathematical skill and relatively independent of mathematical skill volunteered as participants. Findings reveal that active learning opportunities are perceived as a critical component of learning mathematics, as are the ability and invitation to talk out loud and write freely throughout the learning process. Concrete and logical areas of mathematics, for which real-life connections are often more obvious, are perceived as easier to learn that more abstract and spatial math. In addition, findings suggest that women perceive learning mathematics to be markedly different in adulthood than in childhood. Implications for adult educators engaged in the teaching and communication of mathematical concepts are discussed.