Gender and Mathematics

A total of three hundred candidates (300) were randomly selected as a sample from five (5) senior secondary schools for the study. Frequency and t-test were used to test the four formulated null hypotheses. The result indicated that; there was a significant difference in the academic performance of male and female Physics students in mixed senior secondary schools, also there was a significant difference in academic performance of male and female Physics students in single-sex senior secondary school, similarly, there was a significant difference in academic performance of female students in Physics in single-sex and mixed senior secondary schools. There was a significant difference in academic performance of male students in Physics in single-sex and mixed senior secondary schools. Based on the findings, appropriate conclusions and recommendations were made.

In this paper, I offer the concept of diffraction as both a methodological approach and an epistemological lens. This dual move has guided my archival research, encompassing various types of archival documents, and has shaped my reading, understanding, and analysis of letters by European women mathematicians, who lived and worked in the eighteenth and nineteenth centuries. The discussion draws on a Leverhulme-funded research project of writing a feminist genealogy of automathographies, tracing the process of becoming a woman mathematician, philosopher, and scientist. I argue that analogue, digitised, and photographed letters should be regarded as distinct types of archival documents, each positioning the researcher in unique, but entangled ways relative to their sources and data. Furthermore, recognizing the interweaving of personal and scientific elements in the correspondence of women mathematicians is crucial for understanding the formation of the female self in the realms of gender, science, and mathematics.

mujeres en esta asignatura. Empleando una metodología cualitativa-interpretativa, donde se combinan técnicas de la antropología y la psicología social se da seguimiento a 20 estudiantes de primaria durante tres ciclos escolares. La triangulación permite describir las identidades de género que favorecen la construcción de representaciones sociales de la Matemática escolar que caracterizan a las estudiantes con un desempeño exitoso Palabras clave: Identidad de género, Representaciones, éxito Abstract. From Feminist Theory and the Theory of Social Representations we analyze the relationship between gender identity processes, representational construction of mathematics and the successful performance of female students in this course. Using a qualitative-interpretative methodology, which combines techniques of anthropology and social psychology, are tracked 20 primary school students for three academic years. Triangulation allows describing gender identities that favor the construction of social representations of school mathematics that characterize successful students performing

In this paper, I follow trails of the auto/biographical turn in the field of gender and science, particularly focusing on women mathematicians' epistolary narratives. The paper emerges from a wider Leverhulme funded project of writing a feminist genealogy of «automathographies», tracing women mathematicians' historical emergence as subjects of scientific knowledge, as well as creators of philosophy and culture. What I argue is that letters are important auto/biographical documents in illuminating women's epistemological and intellectual involvement in the making of scientific knowledge, which included the development of mathematical sciences, but was also expanded in the wider cultural formations of the European modernity. In doing so, I deploy the notion of «epistolary sensibility» as a methodological and epistemological approach to archival research with women mathematicians' letters.

In this paper I look at the process of becoming the first Woman Professor in Mathematics in Modern Europe by reading the personal and literary writings of Sofia Kovalevskaya. The paper emerges from a wider Leverhulme funded project of writing a feminist genealogy of “automathographies,” tracing women mathematicians’ historical emergence as subjects of scientific knowledge, as well as creators of philosophy and culture. What I argue is that it is essential to throw light onto the social, cultural, and political practices that some women mathematicians deployed in surpassing the restrictions and limitations of their gendered position and excel in the field of mathematical sciences and beyond. In this light, I initiate a process of intense memory work against a wider background within which women mathematicians’ figure as exceptional, albeit marginalized, and largely unknown subjects, and not as active agents, whose scientific, philosophical and literary work has had a huge impact on the cultural formations of modernity and beyond. By highlighting the importance of memory work, as a way of understanding the lasting effects of the past into the present, I trace new paths in the field of gender and science studies to confront women mathematicians’ marginalization within the archive and beyond.

A nationwide standardized curricular resource does not exist for school-based agricultural education. Teachers rely on several resources to develop instruction for students. Pedagogical Design Capacity (PDC) examines teachers’ capacity to perceive and mobilize existing resources to develop instructional episodes. The purpose of the study was to determine the curricular resources used by Florida school-based agriculture education teachers and examine the PDC of Florida teachers for the resources they use. A census of Florida agriculture teachers was employed using an online instrument developed by the researchers adapted from previous studies. A response rate of 49.6% (n = 248) was obtained. The instrument was developed to determine the resources used by Florida teachers and examine their PDC with each resource. Respondents indicated using a mean of 8.6 resources with varying degrees of frequency. Various patterns of curricular use for the resources were found. Correlations between t...

Este trabajo presenta un análisis histórico-epistemológico de un objeto matemático llamado Serie de Taylor. Se analiza la demostración planteada en la obra original de Brook Taylor mediante un sistema de referencia variacional. Se parte de la problemática sobre el tratamiento de la Serie de Taylor a través de la convergencia. El estudio se enmarca en el Pensamiento y Lenguaje Variacional desde dos nociones: causalidad y temporización. Como aspectos metodológicos se consideran tres etapas. La primera se refiere a la relación entre variables y al reconocimiento de estados intermedios. Seguido del análisis de órdenes de variación y la variación sucesiva. Por último, se analiza la Serie de Taylor en contexto de predicción en circuitos eléctricos. En el análisis se identifican prácticas variacionales: comparación, seriación y predicción. Y aspectos de la variación: carácter estable del cambio, órdenes de variación y variación sucesiva.

all of the Department of Mathematics Education, UEW whose tuition, guidance, support and patience have brought me this far in my academic ladder, I say I am grateful. I am greatly indebted to my beloved senior brother Kwabena Ofori-Mensah, my wife Dorcas Baiden and our dear children Baaba Oforiwaa Efa, and Kwaku Hamo Efa who encouraged and supported me morally and spiritually. Also acknowledged is the Headmaster of Ghana National College, Mr. Joseph Ato Sarpong who has been a source of inspiration to me in my life. Much gratitude also goes to all the Headmasters/Headmistresses, teachers and students of the participating schools for their cooperation in filling out the questionnaires. I thank all the people who assisted me in one way or the other towards the successful completion of my studies.

PISA 2012 results indicate that school systems that group students based on ability levels tend to have lower performance than those that do not divide students by ability. One way some in the United States have sought to increase equity of opportunity is to mandate enrollment of students in college-preparatory mathematics, i.e., Algebra 1 in eighth or ninth grade. This paper is based on a study conducted on one such curricular change. It uses a multiple linear regression model to compare two graduating class cohorts—one from before the initiative and one after—on test scores, courses completed, grades, and drop-out rates. There were positive gains for select groups of males and negative results for most females with the highest losses found for White females, especially those qualifying for special education services.

Resumen. La atención a la diversidad escolar es uno de los temas de creciente interés en México, particularmente, la falta de investigación y de reconocimiento gubernamental de los niños con algún talento especial ha propiciado la incertidumbre en el aula. Tal situación tiene como consecuencia la necesidad de estudios de contexto que permitan la identificación y el tratamiento escolar de esta población. En este trabajo de investigación en curso tomando como base la socioepistemología pretendemos hacer contribuciones a la problemática que se presenta en la escuela de educación primaria, para ello se elaboró una propuesta destinada a los niños sobresalientes con el propósito de impulsarlos a desarrollar su conocimiento de las matemáticas a través de una Taller de Matemáticas Lúdicas cuyo objetivo es el generar estrategias para la consolidación del aprendizaje de las matemáticas, esto se desarrolla en el CetMar No.

This presentation reports preliminary findings arising from a research project, which embodied cross-disciplinary collaboration into the teaching and learning of Mathematics. The project involved the use of a form of Japanese lesson study by colleagues from the Education Department and the Mathematics Department of a College of Education and Humanities in the Republic of Ireland. Five colleagues worked together to explore the goals of teaching two research lessons; the first of which was part of a module in the history of mathematics for BA students, and the second, a lesson in mathematics education for BEd (Primary) students. Following ethical clearance, the research lessons were videotaped using both a static camcorder focused on the teacher and a roving camera to record student participation. The research lessons were also observed in situ by the remaining participants of the lesson study group. Both research lessons were later transcribed. In this presentation we will report on ...

Why this study? Education leaders in Virginia use early access to Algebra I as one method to increase students' likelihood of graduating from high school prepared for college and careers. Studying Algebra I in middle school is intended to offer students the opportunity to take more advanced math courses in high school, with the aim of increasing the number of students who graduate with a college-ready diploma (Allensworth & Easton, 2005, 2007; Matthews & Farmer, 2008; Watson & Carlivati McCarroll, 2010). However, these outcomes are not always realized. Thus, members of the Regional Educational Laboratory Appalachia Student Success in Mathematics partnership are interested in learning more about students who complete Algebra I in grades 7-9 and their outcomes. Of particular interest are outcomes for economically disadvantaged students, who represent a large percentage of the students whom those leaders serve, and for English learner students, who represent a growing percentage of the students they serve. On average, these populations have not achieved the same high school outcomes as the overall population. In 2019, 52 percent of Virginia high school graduates overall earned a college preparatory diploma compared with 31 percent of economically disadvantaged graduates and 15 percent of English learner graduates (Virginia Department of Education, n.d. d). This study sheds light on the importance of two factors in student success in Algebra I and college readiness: students' level of preparedness when they take For additional information, including technical methods and supporting analyses, access the report appendixes at https:// go.usa.gov/xGMxh.

Se presentan algunos resultados de la experiencia del taller sobre resolución de problemas realizado en la tesis doctoral “El aprendizaje de las matemáticas de los estudiantes paquistaníes en Cataluña”, realizada en un Instituto de Educación Secundaria de Barcelona. El taller promueve el trabajo cooperativo, la creatividad del alumnado y el debate sobre sus estrategias de resolución de problemas, en un espacio de estudiantes paquistaníes escolarizados en Cataluña. Hemos analizado el cambio de lengua durante la resolución de actividades matemáticas, así como las dificultades que presenta el alumnado y las estrategias alternativas que utiliza

Various curriculum resources have emerged over the last decades, but the textbook still remains the most used teaching and learning resource in mathematics classrooms. In this paper, we use a case study to analyse the teaching practice of one mathematics teacher. The aim of the study is to examine how the mathematics teacher interacts with the textbook and teacher guide, especially focusing on when the teacher offloads resources from the textbook, adapts resources, or improvises in the classroom. The study was conducted using lesson observations and semistructured interviews. The results showed that the teacher does not favour a particular type of resource mobilization. Her interaction with the given resources can be characterized as a dynamic interplay, where the type of resource mobilization changes from lesson to lesson as well as within lessons. Moreover, the teacher’s mobilization of the textbook and the teacher guide depends on the teacher’s goals and her assessment of what pr...

incidir sobre los problemas que enfrenta el bachillerato mexicano. Por ejemplo, la diversidad e incompaDbilidad de objeDvos de formación, lo cual no permite dotar de una idenDdad a este nivel educaDvo. Para lograr esto, se adopta al Enfoque en Competencias como un medio para promover una formación mínima común comparDda por todos los jóvenes que egresen de él. Sin embargo, este enfoque carece de un adecuado marco didácDco metodológico. Se establece la importancia del diseño de situaciones problema como el medio para generar competencias, pero, se carece de elementos directrices para realizar esto. Así, nuestro trabajo pretende idenDficar si los resultados provenientes de la línea de invesDgación Pensamiento y Lenguaje Variacional, pueden proporcionarnos elementos para alcanzar los objeDvos

Sin embargo, dentro sus postulados, ella carece de planteamientos didácticos y metodológicos que permitan alcanzar los objetivos que propone. Esto lleva a plantearnos dos interrogantes. La primera hace referencia a los conocimientos y las bases didácticas metodológicas que se requieren para alcanzar tales objetivos. En relación con esto, nos referiremos al trabajo de Cabrera (2009), el cual propone a la teoría socioepistemológica como fuente de dichos elementos. Además de que ella permitiría enriquecer los objetivos de la reforma. La segunda hace referencia a los mecanismos implicados en promover que los profesores hagan suyos tales elementos. La identificación de estos mecanismos constituye el objetivo de este trabajo. No pretendemos una imposición normativa de tales elementos, sino más bien que estos conocimientos enriquezcan el desarrollo profesional de los docentes.

Se cuestiona el rol de los programas de la diversidad educativa en la construcción social del conocimiento matemático. En ese sentido, las diferentes posturas de la diversidad son los ejes para problematizar lo que pudiera entenderse como educación matemática. Por una parte, están los grupos minoritarios que viven la desigualdad educativa: el caso de la Comunidad Sorda. Y por otra parte, están los Originarios; en un caso, los artesanos-comerciantes Hñähñu y el marco de referencia de su conocimiento matemático; pero en otro caso, los Ñuu Savi cuya epistemología matemática se compone de la práctica, el lenguaje y la cosmovisión. Cada caso formula la necesidad imprescindible de ponerse en el lugar del que aprende: el uso del conocimiento matemático desde la Comunidad Sorda y desde los Originarios. Esta perspectiva tensa y trastoca el paradigma dominante de la educación.

המחברת מביאה סקירת ספרות העוסקת במחקרים בינלאומיים ובהשפעות
ההבדלים בין המיגדרים על ההישגים במתמטיקה בעולם ובמיוחד בישראל
בשנים  .1999 - 1963תוצאות המחקרים מתייחסות לשלש שכבות גיל: כיתה
ד', כיתה ח', כיתה יב

The author prsents us with a literature survey of international tests about gender differences in mathematics around the world, and especially in israel in the years 1963-1999. These differences have been examined in 3 age-groups: grade3, grade 8 and grade 12 students.

Why this study? Education leaders in Virginia use early access to Algebra I as one method to increase students' likelihood of graduating from high school prepared for college and careers. Studying Algebra I in middle school is intended to offer students the opportunity to take more advanced math courses in high school, with the aim of increasing the number of students who graduate with a college-ready diploma (Allensworth & Easton, 2005, 2007; Matthews & Farmer, 2008; Watson & Carlivati McCarroll, 2010). However, these outcomes are not always realized. Thus, members of the Regional Educational Laboratory Appalachia Student Success in Mathematics partnership are interested in learning more about students who complete Algebra I in grades 7-9 and their outcomes. Of particular interest are outcomes for economically disadvantaged students, who represent a large percentage of the students whom those leaders serve, and for English learner students, who represent a growing percentage of the students they serve. On average, these populations have not achieved the same high school outcomes as the overall population. In 2019, 52 percent of Virginia high school graduates overall earned a college preparatory diploma compared with 31 percent of economically disadvantaged graduates and 15 percent of English learner graduates (Virginia Department of Education, n.d. d). This study sheds light on the importance of two factors in student success in Algebra I and college readiness: students' level of preparedness when they take For additional information, including technical methods and supporting analyses, access the report appendixes at https:// go.usa.gov/xGMxh.

Capítulo 3. Aspectos socioepistemológicos en el análisis y el rediseño del discurso matemático escolar Comité Latinoamericano de Matemática Educativa A. C. 687 Resumen. A partir de los estudios sobre divulgación que se han realizado dentro de la teoría socioepistemológica, se quiere dar paso a la importancia que juega el rol de las madres dentro de las familias, a explorar la funcionalidad del conocimiento en su cotidiano y éste como posible influencia hacia sus hijas(os), ya que se está convencido que es en el seno familiar, en el que pudiera nacer el interés a los temas científicos, para tal propósito se trabajará con aspectos metodológicos de la teoría de representaciones sociales, los cuales brindan el apoyo necesario para tal objetivo.

Sin embargo, dentro sus postulados, ella carece de planteamientos didácticos y metodológicos que permitan alcanzar los objetivos que propone. Esto lleva a plantearnos dos interrogantes. La primera hace referencia a los conocimientos y las bases didácticas metodológicas que se requieren para alcanzar tales objetivos. En relación con esto, nos referiremos al trabajo de Cabrera (2009), el cual propone a la teoría socioepistemológica como fuente de dichos elementos. Además de que ella permitiría enriquecer los objetivos de la reforma. La segunda hace referencia a los mecanismos implicados en promover que los profesores hagan suyos tales elementos. La identificación de estos mecanismos constituye el objetivo de este trabajo. No pretendemos una imposición normativa de tales elementos, sino más bien que estos conocimientos enriquezcan el desarrollo profesional de los docentes.

incidir sobre los problemas que enfrenta el bachillerato mexicano. Por ejemplo, la diversidad e incompaDbilidad de objeDvos de formación, lo cual no permite dotar de una idenDdad a este nivel educaDvo. Para lograr esto, se adopta al Enfoque en Competencias como un medio para promover una formación mínima común comparDda por todos los jóvenes que egresen de él. Sin embargo, este enfoque carece de un adecuado marco didácDco metodológico. Se establece la importancia del diseño de situaciones problema como el medio para generar competencias, pero, se carece de elementos directrices para realizar esto. Así, nuestro trabajo pretende idenDficar si los resultados provenientes de la línea de invesDgación Pensamiento y Lenguaje Variacional, pueden proporcionarnos elementos para alcanzar los objeDvos

Sin embargo, dentro sus postulados, ella carece de planteamientos didácticos y metodológicos que permitan alcanzar los objetivos que propone. Esto lleva a plantearnos dos interrogantes. La primera hace referencia a los conocimientos y las bases didácticas metodológicas que se requieren para alcanzar tales objetivos. En relación con esto, nos referiremos al trabajo de Cabrera (2009), el cual propone a la teoría socioepistemológica como fuente de dichos elementos. Además de que ella permitiría enriquecer los objetivos de la reforma. La segunda hace referencia a los mecanismos implicados en promover que los profesores hagan suyos tales elementos. La identificación de estos mecanismos constituye el objetivo de este trabajo. No pretendemos una imposición normativa de tales elementos, sino más bien que estos conocimientos enriquezcan el desarrollo profesional de los docentes.

Se cuestiona el rol de los programas de la diversidad educativa en la construcción social del conocimiento matemático. En ese sentido, las diferentes posturas de la diversidad son los ejes para problematizar lo que pudiera entenderse como educación matemática. Por una parte, están los grupos minoritarios que viven la desigualdad educativa: el caso de la Comunidad Sorda. Y por otra parte, están los Originarios; en un caso, los artesanos-comerciantes Hñähñu y el marco de referencia de su conocimiento matemático; pero en otro caso, los Ñuu Savi cuya epistemología matemática se compone de la práctica, el lenguaje y la cosmovisión. Cada caso formula la necesidad imprescindible de ponerse en el lugar del que aprende: el uso del conocimiento matemático desde la Comunidad Sorda y desde los Originarios. Esta perspectiva tensa y trastoca el paradigma dominante de la educación.

incidir sobre los problemas que enfrenta el bachillerato mexicano. Por ejemplo, la diversidad e incompaDbilidad de objeDvos de formación, lo cual no permite dotar de una idenDdad a este nivel educaDvo. Para lograr esto, se adopta al Enfoque en Competencias como un medio para promover una formación mínima común comparDda por todos los jóvenes que egresen de él. Sin embargo, este enfoque carece de un adecuado marco didácDco metodológico. Se establece la importancia del diseño de situaciones problema como el medio para generar competencias, pero, se carece de elementos directrices para realizar esto. Así, nuestro trabajo pretende idenDficar si los resultados provenientes de la línea de invesDgación Pensamiento y Lenguaje Variacional, pueden proporcionarnos elementos para alcanzar los objeDvos

Why this study? Education leaders in Virginia use early access to Algebra I as one method to increase students' likelihood of graduating from high school prepared for college and careers. Studying Algebra I in middle school is intended to offer students the opportunity to take more advanced math courses in high school, with the aim of increasing the number of students who graduate with a college-ready diploma (Allensworth & Easton, 2005, 2007; Matthews & Farmer, 2008; Watson & Carlivati McCarroll, 2010). However, these outcomes are not always realized. Thus, members of the Regional Educational Laboratory Appalachia Student Success in Mathematics partnership are interested in learning more about students who complete Algebra I in grades 7-9 and their outcomes. Of particular interest are outcomes for economically disadvantaged students, who represent a large percentage of the students whom those leaders serve, and for English learner students, who represent a growing percentage of the students they serve. On average, these populations have not achieved the same high school outcomes as the overall population. In 2019, 52 percent of Virginia high school graduates overall earned a college preparatory diploma compared with 31 percent of economically disadvantaged graduates and 15 percent of English learner graduates (Virginia Department of Education, n.d. d). This study sheds light on the importance of two factors in student success in Algebra I and college readiness: students' level of preparedness when they take For additional information, including technical methods and supporting analyses, access the report appendixes at https:// go.usa.gov/xGMxh.

Why this study? Education leaders in Virginia use early access to Algebra I as one method to increase students' likelihood of graduating from high school prepared for college and careers. Studying Algebra I in middle school is intended to offer students the opportunity to take more advanced math courses in high school, with the aim of increasing the number of students who graduate with a college-ready diploma (Allensworth & Easton, 2005, 2007; Matthews & Farmer, 2008; Watson & Carlivati McCarroll, 2010). However, these outcomes are not always realized. Thus, members of the Regional Educational Laboratory Appalachia Student Success in Mathematics partnership are interested in learning more about students who complete Algebra I in grades 7-9 and their outcomes. Of particular interest are outcomes for economically disadvantaged students, who represent a large percentage of the students whom those leaders serve, and for English learner students, who represent a growing percentage of the students they serve. On average, these populations have not achieved the same high school outcomes as the overall population. In 2019, 52 percent of Virginia high school graduates overall earned a college preparatory diploma compared with 31 percent of economically disadvantaged graduates and 15 percent of English learner graduates (Virginia Department of Education, n.d. d). This study sheds light on the importance of two factors in student success in Algebra I and college readiness: students' level of preparedness when they take For additional information, including technical methods and supporting analyses, access the report appendixes at https:// go.usa.gov/xGMxh.

Se cuestiona el rol de los programas de la diversidad educativa en la construcción social del conocimiento matemático. En ese sentido, las diferentes posturas de la diversidad son los ejes para problematizar lo que pudiera entenderse como educación matemática. Por una parte, están los grupos minoritarios que viven la desigualdad educativa: el caso de la Comunidad Sorda. Y por otra parte, están los Originarios; en un caso, los artesanos-comerciantes Hñähñu y el marco de referencia de su conocimiento matemático; pero en otro caso, los Ñuu Savi cuya epistemología matemática se compone de la práctica, el lenguaje y la cosmovisión. Cada caso formula la necesidad imprescindible de ponerse en el lugar del que aprende: el uso del conocimiento matemático desde la Comunidad Sorda y desde los Originarios. Esta perspectiva tensa y trastoca el paradigma dominante de la educación.

Capítulo 4. El pensamiento del profesor, sus prácticas y elementos para su formación profesional Comité Latinoamericano de Matemática Educativa A. C. 1625 Resumen. El presente trabajo tiene como objetivo poner a consideración la propuesta de un proyecto de investigación sobre el desarrollo de habilidades matemáticas en la carrera Ingeniería en Ciencias Informáticas, específicamente, ¿cómo contribuir desde el Álgebra Lineal al desarrollo de la habilidad algoritmizar? Esta es una de las habilidades básicas a desarrollar en los estudiantes de las carreras de perfil computacional e informático, ya que deberán ser utilizadas por ellos en disciplinas propias de la especialidad, entre ellas Programación, Sistemas de Bases de Datos.

Gender segregation in higher education is well documented. Female students major in mathematics, technology, and sciences less often than men, and they concentrate in humanities and social sciences. Using multinomial logit on the 6,139 applicants to Tel Aviv University in Israel in 1994, I examined the claim that one of the roots of gender segregation in higher education lies in

Capítulo 3. Aspectos socioepistemológicos en el análisis y el rediseño del discurso matemático escolar Comité Latinoamericano de Matemática Educativa A. C. 835 Resumen. En este artículo se discuten los procesos de construcción de conocimiento escolar relacionados con la noción de predicción matemática. Se evidencian condiciones socioculturales y acciones que favorecieron en jóvenes de distintos niveles educativos la movilización de recursos de construcción de conocimiento asociado al Cálculo, observadas en la experimentación de actividades predictivas de naturaleza variacional en escenarios numéricos y gráficos

Este trabajo forma parte de una investigación orientada a estudiar el estatus actual de las desigualdades y de las inecuaciones en la escuela y se coloca en el marco de la socioepistemología. En este trabajo vamos a reportar el análisis de una secuencia didáctica que, dentro del proceso de su validación, se ha puesto a funcionar en forma de entrevista a una docente y a un estudiante. De este análisis se han podido obtener datos que permiten verificar nuestras hipótesis de investigación

In Bangladesh, children of the science stream education at secondary level may choose to study ‘Higher Mathematics’ as an optional course. This paper reports a preliminary analysis of six focus group discussions (FGDs) with some children of grades 9 and 10 across three rural secondary madrasas (Islamic schools) in Bangladesh. The analysis suggests that shortage of good higher math teachers and a private tuition centered math education have negative effects on children’s participation in an optional course in Higher Mathematics.

This study investigated differences between males and females of 352 urban, predominately U.S.-born Hispanic students enrolled in advanced placement (AP) courses. The gender composition was 131 (37.2%) male and 221 (68.2%) female and the majority of students was enrolled in 11th and 12th grades. Our findings indicated that (a) more females than males were enrolled in AP courses, (b) females perceived school support as more important than males, and (c) participation in elementary and middle school programs, such as gifted and talented programs and magnet schools were important for participation in high school AP courses. Implications for school policy are noted.

Various curriculum resources have emerged over the last decades, but the textbook still remains the most used teaching and learning resource in mathematics classrooms. In this paper, we use a case study to analyse the teaching practice of one mathematics teacher. The aim of the study is to examine how the mathematics teacher interacts with the textbook and teacher guide, especially focusing on when the teacher offloads resources from the textbook, adapts resources, or improvises in the classroom. The study was conducted using lesson observations and semistructured interviews. The results showed that the teacher does not favour a particular type of resource mobilization. Her interaction with the given resources can be characterized as a dynamic interplay, where the type of resource mobilization changes from lesson to lesson as well as within lessons. Moreover, the teacher’s mobilization of the textbook and the teacher guide depends on the teacher’s goals and her assessment of what pr...

Interpreting unproblematic high achievement in mathematics: towards theoretical reflexivity This article contributes to the long-running discussion about the gendering of mathematics learning by exploring the social biographies of six exceptionally high attaining mathematics students, four women and two men. In contrast to some prior studies, these students appeared to feel no need to downplay being 'good at maths' in order to maintain social credibility with their socially privileged peers. I attempt to make sense of their stories from two theoretical standpoints: 1) a post-structuralist approach that emphasises discourses that position mathematics as masculine, and 2) an approach, based on Bourdieu, that asks how mathematics is valued in different school and peer group settings. I show how, as I worked with the data, my emphasis moved from the former to the latter, and suggest that research in gender and education has much to gain from theoretical reflexivity alongside personal and methodological reflexivity.

Prior research has shown how ideas about 'rational man' (Walkerdine, 1988) and media images of male mathematicians can create an environment in which doing mathematics is 'doing masculinity' (Mendick, 2006). This report re-visits the intersection of gender and mathematics by highlighting a form of masculinity that is opposed, rather than aligned, to mathematics. In doing so it adopts Connell's (2008) position that there are many possible 'masculinities'. The most troubling finding is that, whilst many students achieve success in mathematics and sport, such a combination is in conflict with the 'physical' masculinity enacted by many socially disadvantaged and ethnic minority boys. This report draws on interview, questionnaire, and test data from a socially and ethnically diverse group of 425 students aged 13-14 in three coeducational New Zealand secondary schools. The interviews and questionnaires covered topics such as enjoyment, ease, and importance of various school subjects, and career goals. A 'multiple capitals' approach (Bourdieu, 1984) framed the mixed-methods analysis of students' accumulation of 'academic capital' (good test results, compliant classroom behaviour) and 'physical capital' (athletic ability developed through Physical Education (PE) and sport). The term 'capital' and its associated theoretical framework highlights the potential exchange value of academic and physical abilities, as well as the dependence of this exchange value on the context or 'field'. The majority of students from all backgrounds enjoyed PE, which was by far the most frequently listed 'favourite subject', and over 70 percent regularly played sport. In this sense most students were accumulating 'physical capital'. However, there was wide variation in the importance students attributed to physical activity. A group of students I have called 'well rounded'-a term often used in New Zealand to refer to academically successful students with a range of extracurricular interests-achieved good mathematics results and participated in a wide range of sports. Such students tended to be relatively socially privileged, and saw academic achievement as crucial to reaching the mainly professional jobs that they aspired to. They described sport, and the school subject of PE, as enjoyable but inconsequential. Ella, a high-SES European heritage girl in a top-set class exemplifies this attitude. Ella: I like most sports, yeah, and it's just, I don't really stress about [PE], it's easy for me because you don't have to do well in it David: What are the subjects you have to do well in? Ella: Maths and English … cos they are like the two basic, yeah, learning things so yeah, without them you're pretty much screwed.

In Bangladesh, children of the science stream education at secondary level may choose to study ‘Higher Mathematics’ as an optional course. This paper reports a preliminary analysis of six focus group discussions (FGDs) with some children of grades 9 and 10 across three rural secondary madrasas (Islamic schools) in Bangladesh. The analysis suggests that shortage of good higher math teachers and a private tuition centered math education have negative effects on children’s participation in an optional course in Higher Mathematics.

Whole-class discussions in mathematics are envisioned as spaces for the sharing of ideas and making connections among them. We pursue how Palestinian/Arab Israeli teachers consider making use of multiple solutions to a task: which three they indicate that they would prioritize for a whole-class discussion and in what sequence. Under the hypothetical assumption that these solutions have been authored by boys and girls (with grades above and below the class' average), how do teachers consider distributing opportunities to present the designated solutions? Participants most commonly selected a direct model, an error, or an inductive approach supported by a geometric representation, typically in that sequence (or error, direct model, inductive). With respect to the direct model, participants tended to indicate that they would invite a lower-achieving girl to present it; higher-achieving students to present the error; and a higher-achieving boy to present the inductive/geometric solution. Our analysis extends to participants' explanations of their choices and illuminates their intentions: making use of existing status arrangements, leveraging existing hierarchies to benefit others in the class, or modifying the indicated student's status by making space for them to participate on the public floor. Our analysis highlights implications of these patterns, especially in terms of classroom opportunities to learn.

En este artículo se describe una propuesta de tareas para desarrollar el pensamiento variacional en los estudiantes de ingeniería. Las tareas tienen como referentes teóricos a los procesos de tratamiento y conversión de los registros de representación semiótica, los procesos de coordinación reflexiva para la encapsulación y des-encapsulación del proceso-objeto, la comprensión de los conceptos matemáticos a partir de su funcionalidad, y la re-significación de los saberes matemáticos. Se precisaron los niveles del desempeño (reconocimiento, relación y deducción formal) de los estudiantes en la solución de ejercicios matemáticos en los cuales deben emplear el pensamiento variacional. Se desarrolló un experimento con dos grupos de estudiantes de ingeniería y con el mismo profesor. En el grupo experimental se implementaron las tareas propuestas, y en el grupo control se trabajó de forma tradicional. Los resultados mostraron que de los tres niveles de desempeños analizados, los niveles de relación y de deducción formal fueron superiores en el grupo experimental y que existían diferencias significativas entre las calificaciones de los estudiantes que conforman los dos grupos.

El presente artículo describe algunos incidentes de la clase de Matemáticas de un profesor de octavo grado. Estos incidentes son mirados desde una perspectiva crítica posmodernista, con la cual se analiza la equidad de género. Se encuentra que la clase del profesor queda corta para ser considerada equitativa respecto del género, debido a que inconscientemente la clase promueve sesgo de texto, bajas expectativas para las mujeres y privilegio a las interacciones de los hombres. Se concluye la urgente necesidad de que los cursos de formación inicial y continuada de profesores incluyan reflexiones profundas sobre cómo estimular la equidad de género desde el aula y desarrollen el sentido crítico para evitar cualquier episodio de discriminación.

Dado que la Matematica Educativa es una disciplina relativamente naciente, suelen surgir, sobre todo en quienes recien incursionamos en dicho campo, las preguntas de “?Cual es el quehacer del matematico educativo? ?Hacia donde vamos?” Ante esta situacion, el presente trabajo pretende reflexionar sobre el camino transcurrido, el que actualmente estamos transitando y el posible camino futuro, con base, principalmente, en las reflexiones que se obtuvieron de una mesa de discusion realizada con reconocidos investigadores del campo educativo en el “Seminario de los Jueves” del Centro de Investigacion y de Estudios Avanzados del IPN. Asimismo, se retomaran algunas de las experiencias empiricas en las cuales incidio la disciplina, algunas en las que esta trabajando y se conjeturaran las perspectivas futuras en las que se propone trabajar.

As part of Pennsylvania's examination of the Pennsylvania System of School Assessment (PSSA), the Human Resources Research Organization (HumRRO) investigated whether PSSA scores are appropriately related to other measures of educational achievement. This report represents one part of that larger effort. For this report, HumRRO matched students' 11 th grade data from the PSSA with data from three public universities' proficiency exams in Pennsylvania. These universities' proficiency exams are administered to incoming freshmen. Proficiency scores are then used to make English and math course recommendations. Scores were correlated between PSSA and proficiency exams in order to compute convergent validity coefficients. All comparison tests were moderately to highly correlated with PSSA (r = 0.40 to 0.75 for math and r = 0.59 to 0.64 for English multiple choice). The results from this study indicate that students who tend to perform well on the PSSA can also be expected to perform well on the university proficiency exams and vice-versa. These results further support the growing body of validity evidence for the PSSA (see also Koger, Thacker, & Dickinson, 2004; Thacker, Dickinson, & Koger, 2004).

The study was designed to ascertain if mathematics teachers in secondary schools know and practise wait-time during classroom instructions. It also sought to determine wait-time periods in current practice by mathematics teachers in Nigeria. Four research questions were used to guide the study. The study adopted survey research design. The sample used for the study comprised 210 qualified mathematics teachers. Two instruments, namely; Wait-time Practice Questionnaire (WPQ) and Checklist for Classroom Wait-time Observations (CCWO) were constructed by the investigators and used for data collection. Research questions 1, 2, and 4 were answered using percentage (%), while research question 3 was answered using mean. The results established that wait-time is being practised in Nigerian secondary schools by mathematics teachers during classroom instructions. The results equally revealed that mathematics teachers currently practise an average of 1.33 seconds wait-time in class. Based on th...

En este artículo se describe una propuesta de tareas para desarrollar el pensamiento variacional en los estudiantes de ingeniería. Las tareas tienen como referentes teóricos a los procesos de tratamiento y conversión de los registros de representación semiótica, los procesos de coordinación reflexiva para la encapsulación y des-encapsulación del proceso-objeto, la comprensión de los conceptos matemáticos a partir de su funcionalidad, y la re-significación de los saberes matemáticos. Se precisaron los niveles del desempeño (reconocimiento, relación y deducción formal) de los estudiantes en la solución de ejercicios matemáticos en los cuales deben emplear el pensamiento variacional. Se desarrolló un experimento con dos grupos de estudiantes de ingeniería y con el mismo profesor. En el grupo experimental se implementaron las tareas propuestas, y en el grupo control se trabajó de forma tradicional. Los resultados mostraron que de los tres niveles de desempeños analizados, los niveles de relación y de deducción formal fueron superiores en el grupo experimental y que existían diferencias significativas entre las calificaciones de los estudiantes que conforman los dos grupos.

The purpose of this study is to find out if there is any gender difference in attitudes to
mathematics among students at the Faculty of Economics and Management, NTNU. More
than 200 students from the three departments: (1) Industrial Economics and Technology
Management, (2) Economics and (3) Business school were questioned about their attitudes
towards mathematics.
Using factor analysis, an instrument for measuring attitudes towards mathematics, was
constructed. The method chosen was pairwise comparisons using an independent samples ttest.
Research on the gender gap is mixed. Some studies show a sex difference when it
comes to attitude to mathematics, while others do not find any significant gap between male
and female students.
Norway is one of the highest-ranking countries in terms of overall gender equality, and
female students outperform their male peers at upper secondary school. Nevertheless, women
are under-represented in fields like science, technology, engineering and mathematics. This is
a gender equality paradox.
About 50 per cent of the students at the Faculty of Economics and Management are
females. The data suggest there is a significant gender difference in attitudes towards
mathematics among the students. The females have substantially lower values in terms of selfconfidence, enjoyment and value in mathematics. The students can choose between practical
and theoretical mathematics at upper secondary school, but even if we adjust for that, there is
still a significant gender gap. This finding can explain why female students tend to select less
quantitative fields and business courses that require fewer mathematical skills.

Setting' is a widespread practice in the UK, despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion groups and individual interviews with 33 students, conducted as part of a wider project on secondary school grouping practices, we examine the views of students who experience setting, exploring the extent to which the legitimacy of the practice is accepted or challenged, focusing on students' negative views about setting. Analyses show that privileged students (middle-class, white) were most likely to be in top sets whereas working-class and Black students were more likely to be in bottom sets. Students in the lowest sets (and boys, Black students and those in receipt of free school meals) were the most likely to express negative views of setting and to question the legitimacy and 'fairness' of 2 setting as a practice, whereas top set students defended the legitimacy of setting and set allocations as 'natural' and 'deserved'. The paper argues that setting is incompatible with social justice approaches to education and calls for the foregrounding of the views of those who are disadvantaged by the practice as a tool for challenging the doxa of setting.