Download e-book for iPad: Masculinities in mathematics by Heather Mendick

By Heather Mendick

ISBN-10: 033521827X

ISBN-13: 9780335218271

ISBN-10: 0335218288

ISBN-13: 9780335218288

ISBN-10: 0335226485

ISBN-13: 9780335226481

ISBN-10: 1280947284

ISBN-13: 9781280947285

We desperately want extra individuals with sturdy mathematical skills to fill many posts in numerate occupations, but the numbers picking out to proceed learning arithmetic have fallen during the last 10 years. This e-book is necessary because it investigates how arithmetic is aligned with masculinity and accordingly isn't really beautiful to an important a part of the inhabitants. it's also demanding, scholarly, and a completely solid learn. It studies the result of rigorously designed examine on gender and selection, and comprises a few interesting person case-studies. it's going to make us all think about what we're doing and the way we will be able to fix the wear. Margaret Brown, Professor of Mathematical schooling, King's collage London "The ebook speaks to me as a type of texts that may turn into seminal in arithmetic schooling. it truly is unique, fresh, and regardless of a sophisticated plot, issues to a few methods ahead. it's engagingly written, if every now and then possibly a bit no-nonsense in tone. will probably be of curiosity to lecturers and instructor educators, in addition to delivering a theoretical stance that are supposed to tell destiny research." British academic learn magazine The examine of arithmetic, including different 'gendered' topics equivalent to technological know-how and engineering, frequently draws extra male than woman scholars, relatively at extra complicated degrees. during this publication Heather Mendick explores this phenomenon, addressing the real query of why extra boys than ladies decide to research arithmetic. She combines new learn with an unique theoretical method of argue that 'doing arithmetic is doing masculinity'. The booklet illuminates what learning arithmetic capability for either scholars and lecturers and provides a huge variety of insights into scholars' perspectives and practices. as well as the phrases of youngsters studying arithmetic, the masculinity of arithmetic is explored via old fabric and cinematic representations. Heather Mendick discusses the ways that the alignment of arithmetic with masculinity creates tensions for women and ladies doing the topic. those tensions are sensitively explored via interviews with younger women and men, to teach how doing arithmetic matches or conflicts with their gender identities. ultimately, the booklet explores the consequences for lecturers, together with how you can advertise gender fairness in arithmetic schooling. this is often key examining for college students on classes in gender and schooling, arithmetic schooling, gender and curriculum, and social justice.

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Women's femininity was offered as the guarantor that feminism wouldn't go too far. Too far, in this case meant going after gender. (Wilchins 2004: 7±8, original emphasis) chapter/three Being/doing `good at maths' Peter: Well, I chose double maths and computing because I want to be a computer programmer. And because maths is what computers do, it's all they really do. And it's just, so maths is really, and I'm quite good at maths, so. And computing, obviously, coz I want to be a computer programmer.

At the end of the data collection process I had masses of stuff. Only a small fraction of which appears in this book. The rest of this chapter deals with what I did to get from one to the other and how I built up this book's story about gender and maths. Making sense of the data I make less direct use of the observations than of the interviews in this book. This is partly because their diversity made them difficult to stitch into a coherent picture, but mainly because they seem to be less obviously about `identity' than do the interviews.

Simon was typical in concluding that `they don't really care that much'. James had taken business studies at Sunnydale during the previous year and had struggled with the course `the teachers weren't helpful. I find that at college a lot'. He relates this to the relationship between teachers and students `whereas at sixth form you know the teachers', he pauses, `or you've had them at GCSE so they know what you can and can't do, they know your weaknesses and strengths so they can help you'. ) The students involved in my research were part of a larger than expected cohort of AS level maths students at Grafton.

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Masculinities in mathematics by Heather Mendick


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