Teachers' conceptions about students' mathematical reasoning: Gendered or not?
2009 (English)Report (Other academic)
This study looks at how upper secondary school teachers gender stereotype aspects of students' mathematical reasoning. Girls were attributed gender symbols including insecurity, use of standard methods and imitative reasoning. Boys were assigned the symbols such as multiple strategies especially on the calculator, guessing and chance-taking.
Place, publisher, year, edition, pages
Umeå: Department of Mathematics and Mathematical Statistics, Umeå University , 2009. , 30 p.
Research report in mathematics education, ISSN 1401-6796 ; 2
teachers' conceptions, gender, mathematical reasoning, upper secondary school
IdentifiersURN: urn:nbn:se:du-15008OAI: oai:DiVA.org:du-15008DiVA: diva2:740326