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Mathematics and the construction of feminine gender identity. (English)
Clarkson, Philip et al., MERGA 28 - 2005. Building connections: Theory, research and practice. Vol. 1 and 2. ,. 585-592 (2005).
Females remain underrepresented in tertiary Mathematics. Research has indicated that this is, in part, due to the way that mathematics is traditionally taught. The paper reports the results of a participant observation intervention in the teaching of proportional thinking to Year 6 girls. It was found that by taking account of their preferred learning styles with the provision of specific scaffolding and the use of integrated and authentic tasks most females enjoyed the tasks and developed a stronger disposition to study mathematics. (orig.)
Classification: C60 C20 F80
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