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Gender Issues in Elementary Mathematics Teaching Materials

A Comparative Study between China and Australia

  • Chapter
Multidisciplinary Research Perspectives in Education

Abstract

International Association for the Evaluation of Educational Achievement (IEA) cross-national studies (FIMS, SIMS and TIMSS) show that gender differences in mathematical achievements and attitudes have decreased considerably over thirty years (Hanna, 2000), however, mathematics is still historically stereotyped as a male domain with crucial evidence supporting this belief (Forgasz, Leder, & Kloosterman, 2009).

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Author information

Authors and Affiliations

  1. School of Education, Deakin University, Geelong, Australia

    Yang Wu

  2. School of Education, Deakin University, Geelong, Australia

    Wanty Widjaja

  3. School of Education, Deakin University, Geelong, Australia

    Jun Li

Authors
  1. Yang Wu
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  2. Wanty Widjaja
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  3. Jun Li
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Editor information

Editors and Affiliations

  1. Deakin University, Australia

    Indika Liyanage

  2. Sichuan Normal University, China

    Badeng Nima

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© 2016 Sense Publishers

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Wu, Y., Widjaja, W., Li, J. (2016). Gender Issues in Elementary Mathematics Teaching Materials. In: Liyanage, I., Nima, B. (eds) Multidisciplinary Research Perspectives in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-615-6_18

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  • DOI: https://doi.org/10.1007/978-94-6300-615-6_18

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-615-6

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