1. Gender and mathematics Markku S. Hannula University of Turku Department of Teacher Education markku.hannula@zpg.fi

2. What is gender equity? Equity is the principle of providing equal oportunities regardless of gender Entrance examinations –No gender quota or bonuses Practice of schooling –Equal treatment regardless of gender =Equal opportunities  Equity of outcome

3. Equity of Educational Outcome Learning results –Knowledge, skills, disposition Selection to further education Entering profession and making a career Is there equity in mathematics?

4. Empirical results from comprehensive school Self-confidence of the highest achieving (mathematics mark 10) girls and boys. GenderNMean (max = 5) SD boy1374.40.45 girl1014.00.50

5. Empirical results from upper secondary school Female students (compared to male students) (general/advanced syllabus) –were less confident (η 2 = 0.40 / 0.60) –perceived teacher quality lower (η 2 = 0.22 / 0.10) –percieved mathematics more difficult (η 2 = 0.12 / 0.40) gender and group interaction effect for enjoyment in advanced syllabus (stronger for female) –η 2 = 0.062

6. Radical feminist view of education Patriarchical society oppresses women Education renews the structures that oppress women Feminist education aims at empowering women to act regardless the oppressive social structures

7. Radical feminist view of education Patriarchical society oppresses women Education renews the structures that oppress women Feminist education aims at empowering women to act regardless the oppressive social structures What can this mean in mathematics education

8. Towards equity 1.End gender discrimination Is there discrimination? Is there a discriminative hidden curriculum?

9. Gender has an influence on the teaching students receive The teacher interaction with boys and girls is different –More contacts with boys –Tolerating more from the boys –’Taught helplessness’ May even influence exam grading Bias is based on teacher beliefs (unconscious) Have you observed this in school/university

10. Mathematics teahcers gender beliefs (Soro, 2002; Sumpter 2009; Forgasz & Leder) Geder equity is not a problem –Equity is self-evident –Mathematics has no gender Students are treated as individuals –Boys are talented but lazy –Girls are hard working and diligent

11. The paradox of gender neutrality When mathematics teachers try to be gender neutral, they create a discriminative hidden curriculum

12. Towards equity 1.End discrimination 2.Train girls

13. There are differences between sexes (Although they are mainly similar) Innate/brought up/ cultural Girls cultures – boys cultures –Different hobbies –Different values Different role models Differences generated/ amplified / conserved by school

14. After comprehensive school Girls Languages Standard algorithms in mathematics Collaboration, altruism Pro-humanism Boys Confident in mathematics Own strategies in mathematics Competitive Pro-technology

15. Cognitive sex differences (Halpern, 1992) Female better in Producing synonyms Verbal fluency Computation Anagrams Men better in Verbal analogies Mathematical problem solving Mental rotations and spatial imagery Time-space -imagery

16. Training girls Patch kognitive shortcomings –E.g. spatial imagery Offer support courses in mathematics, physics, computer science... Boost girls self-confidence Provide role models ”Girls into technology”

17. Are women not suited for mathematics ?

18. Towards equity 1.End discrimination 2.Train girls 3.Develope teaching methods

19. Gender sensitive teaching Becoming aware of own patterns of interaction and changing it –Are you subconsciously a schauvinist? Teacher gender is not essential, a man can be a feminist

20. Methods that suit girls Collaboration, interaction –More than groupwork Teaching from heart to heart –The significance of learning Values, understanding –Esthetics, creativity Elämyksiä, In-depth studying, project work Suit also boys Partial gender segregation –If there is need for ”girls’ space” Have you found methods that suit you?

21. Towards equity 1.End discrimination 2.Train girls 3.Develope teaching methods 4.Develope content

22. Importance of context Context has shown to play a significant role for girls’ performance in mathematics –Mix explosives or dough –Cut fabric or metal plate

23. Feminist view to content Highlight the human aspects –Functioning of human body –Applications in everyday life, consumer perspective –Social significance Vivid experiences, esthetics, creativity

24. Feminist view to content Highlight the human aspects –Functioning of human body –Applications in everyday life, consumer perspective –Social significance Vivid experiences, esthetics, creativity Do you feel that you have had the opportunity to focus on what you find most interesting?

25. Hidden curriculum? Mathematics and science as tools of power? –Science – nature –Science – human –Science – woman What could be a feminist perspective to mathematics?

26. Multiple femininities Svariation within each sex is greater than between sexes Everyone is not like you Gender sensitivity does not imply stereotyping!