
06690696
j
Cantley, Ian
Prendergast, Mark
Schlindwein, Franz
Collaborative cognitiveactivation strategies as an emancipatory force in promoting girls' interest in and enjoyment of mathematics: a crossnational case study.
Int. J. Educ. Res. 81, 3851 (2017).
2017
Elsevier, Amsterdam
EN
C20
C60
gender equity
enjoyment
collaboration
cognitiveactivation
doi:10.1016/j.ijer.2016.11.004
Summary: The results of international largescale 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 cognitiveactivation 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 smallscale crossnational 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.