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Developing Mathematical Identities: Australian Children’S Gendered Constructs In The First Formal Year Of School, Rachelle Glynn
Developing Mathematical Identities: Australian Children’S Gendered Constructs In The First Formal Year Of School, Rachelle Glynn
Theses
Researchers have been intrigued by the dichotomy of similar achievement levels between boys and girls but disparate mathematical attitudes, which show that girls are much less likely to enjoy or engage with mathematics or choose professions involving mathematics (Kyriacou & Goulding, 2006; Vale, 2008). Although studies have explored differences in boys' and girls' perceptions of their mathematical identity from age seven, there has not been research conducted on students as they begin school to see what gendered perceptions they bring to their mathematical learning. This study seeks to answer the question: How are girls’ and boys’ mathematical identities being informed …