Perceptions of Girls’ Math Abilities

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

English Teaching and Learning Pub Date : 2021-04-12 DOI:10.26522/TL.V13I0.455

B. Cameron, M. Harkins, S. Mason

引用次数: 0

Abstract

Teaching mathematics to young girls often invokes perceptions around inherent ability, gender, and influences that contribute to a gap between boys and girls with regard to math achievement. Moreover, lived teaching experiences indicate that there is a strong affective component to students’ encounters in schools, which may affect children’s perceptions of their capabilities. The authors address intersecting issues that interact with gender inequalities surrounding girls and mathematics: math self-concepts, gender stereotypes, parental involvement, and influences from teachers and curriculum. In this paper, stories about teaching girls from a mathematics teacher’s perspective are interwoven with research literature to strengthen recommendations for change in the areas of gender, teacher education, STEM careers, and intersectional understanding.

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对女孩数学能力的认知

向年轻女孩教授数学往往会引起人们对固有能力、性别和影响的看法，从而导致男孩和女孩在数学成绩方面存在差距。此外，生活教学经验表明，学生在学校的遭遇有很强的情感成分，这可能会影响儿童对自己能力的看法。作者讨论了与女孩和数学的性别不平等相互作用的交叉问题:数学自我概念、性别刻板印象、父母参与以及教师和课程的影响。在本文中，从数学教师的角度教女孩的故事与研究文献交织在一起，以加强对性别、教师教育、STEM职业和交叉理解等领域变革的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

English Teaching and Learning Multiple-

CiteScore

2.80

自引率

0.00%

发文量

期刊介绍： English Teaching & Learning (ETL) is the first scholarly journal in Taiwan dedicated solely to research on the teaching and learning of English as a second or foreign language. It aims to publish quality papers that contribute to all aspects of the profession, with a particular preference for studies that seek to combine both theory and practice. The journal welcomes submissions on course design, teaching materials, teacher training, teaching methods, language assessment, bilingual education, as well as from the fields of sociolinguistics, psycholinguistics, and other related areas.