Pupils’ gendered experiences in the mathematics classroom
“When you’re in a class with such dominant boys, it’s not easy to put yourself forward”
Bibliographic Data
| ID | 22229657 |
|---|---|
| Authors | Aleena Hafeez, Aleena Amjad Hafeez (OsloMet – Oslo Metropolitan University), Constantinos Xenofontos (0000-0003-2841-892X, OsloMet – Oslo Metropolitan University, corresponding author) |
| Year | 2024 |
| Volume | 4 |
| Issue | 9 |
| Publication date | 2024-08-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SN Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2662-9283 • E-ISSN: 2662-9283 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s43545-024-00969-8 |
| OpenAlex | W4401995560 |
| Language | EN |
| Citations received | 2 |
| References cited | 67 |
Many studies worldwide conclude that there are no significant differences between the academic performance of boys and girls in school mathematics. In fact, girls are often found to outperform boys in several countries. However, girls and women continue to participate less in mathematics classrooms and have lower enrolment rates in STEM-related subjects. To investigate this paradox, we utilise the theoretical framework of figured worlds (Holland, Lachicotte, Skinner, and Cain in Identity and agency in cultural worlds, Harvard University Press, 1998) and examine how a group of three boys and a group of four girls experience participation in the mathematics classroom. All children had attended the same 9th grade (ages 14–15) in Norway. Based on focus-group and individual interviews with the children, this study identifies three themes around which children construct their experiences: (a) gendered participation in the mathematics classroom, (b) what it means to be a ‘good’ mathematics pupil, and (c) the teacher’s role in fostering pupil participation. In closing, we discuss implications of our work and make recommendations for future research
Mathematics education · Pedagogy · Computer Science · Education, Achievement, and Giftedness · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Communities of Practice
Pisa 2015 Results (Volume II)
Introduction
Does Sample Size Matter in Qualitative Research?
Gender and choosing a STEM major in college
The Status of Women in STEM in Higher Education
Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches
The Discovery of Grounded Theory
Integration of Arab Female Students at a Technological University—Narratives of Identity in Figured Worlds
Gender Balance in Norwegian Academia
Close and Conflictual
Undoing Gender
Observation
Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents
Girls Becoming Mathematicians
Comparing focus groups and individual interviews
Figured Worlds and Education
Naturalistic inquiry
Segregation, Stereotypes, and STEM
Difficulty Orientations, Gender, and Race/Ethnicity
On Two Metaphors for Learning and the Dangers of Choosing Just One
Content Knowledge for Teaching
Situated Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |