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Gender Justice and the Mathematics Curriculum: Four Perspectives

Chapter
Part of the Science & Technology Education Library book series (volume 2)

Abstract

The past two decades have seen a rapid increase in the attention paid to gender issues in school mathematics. This has occurred at the level of policy, research and practice. In this period, we have learned a lot and much has been achieved. Gender differences in achievement and participation in mathematics no longer are regarded as either natural or inevitable. Curriculum materials and assessment tasks are, at least, less overtly sexist and, indeed, they are often more consciously inclusive of what are perceived to be the experiences and concerns of girls. Many mathematics classrooms are considerably more ‘friendly’ to girls than they once were — both in regard to the general pedagogical approach and in the way in which girls are treated. Many girls and boys are happy to assert that ‘everything is equal now’. Often their teachers and members of the general public also believe this, or even that the balance in education has swung in favour of girls and to the detriment of boys.

Keywords

Social Justice Mathematics Education School Mathematics Mathematics Curriculum Gender Equity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 1996

Authors and Affiliations

  1. 1.Murdoch UniversityPerthAustralia

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