id: 06690696
dt: j
an:
au: Cantley, Ian; Prendergast, Mark; Schlindwein, Franz
ti: Collaborative cognitive-activation strategies as an emancipatory force in
promoting girls’ interest in and enjoyment of mathematics: a
cross-national case study.
so: Int. J. Educ. Res. 81, 38-51 (2017).
py: 2017
pu: Elsevier, Amsterdam
la: EN
cc: C20 C60
ut: gender equity; enjoyment; collaboration; cognitive-activation
ci:
li: doi:10.1016/j.ijer.2016.11.004
ab: Summary: The results of international large-scale assessments have revealed
the emergence of gender disparities in attitudes to mathematics, with
girls generally demonstrating lower levels of interest in and enjoyment
of mathematics than boys. Given that attitudes to mathematics are key
determinants of future STEM participation, collaborative
cognitive-activation teaching strategies, which harmonise with the core
tenets of feminist mathematical pedagogy, are proposed as a possible
approach to improving girls’ relationships with mathematics. The
results of a small-scale cross-national case study that incorporated
this approach through a six week intervention are reported. The
findings show a significant increase in girls’ enjoyment of
mathematics but there was no significant change in boys’ attitudes.
Potential implications for mathematics education policy and practice
are elucidated.
rv: