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Trends and Factors Concerning Gender and Mathematics in Australasia

Vale, Colleen M (2008) Trends and Factors Concerning Gender and Mathematics in Australasia. In: ICME 11: The 11th International Congress on Mathematics Education, 6-13 July 2008, Monterrey, Mexico. (Unpublished)

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Abstract

For many years now gender differences in average mathematics achievement in Australia and New Zealand have not been significant in large-scale domestic and international studies. However there is some recent evidence, from Australia at least, that gender differences in achievement favouring males may be re-emerging and, despite some positive affective findings and trends with respect to affect and participation leading up to the turn of the century, a pattern of lower interest and declining participation in mathematics among girls is evident. In this paper, trends in gender equity with respect to participation, achievement and affect reported in the literature over the past decade will be presented and analysed. Of particular interest are the factors that may have influenced these trends. Findings from recent research will be discussed. However it would seem that the attempts made by researchers to explain these trends are either limited in their capacity to establish an explanation or imply a deficit view of girls. An alternate position on gender equity and explanation of these trends will be presented in this paper with the purpose of making a contribution to the debate on curriculum and pedagogy in mathematics education.

Item Type: Conference or Workshop Item (Paper)
Additional Information:

ICME-11 TSG32: Gender and mathematics

Uncontrolled Keywords: ResPubID15077, Gender differences in achievement, declining participation among girls, gender equity, mathematics education
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1301 Education Systems
SEO Classification > 9301 Learner and Learning
Depositing User: VUIR
Date Deposited: 09 Dec 2012 08:00
Last Modified: 09 Dec 2012 08:00
URI: http://vuir.vu.edu.au/id/eprint/6614
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