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Women’s voice and the learning of mathematics. (English)
J. Gend. Stud. 2, No. 2, 206-222 (1993).
The position taken in this paper is that the traditional conception and presentation of mathematics is lacking in meeting the needs of those students whose characteristic way of knowing is more ’connected’ than ’separate’. Current changes advocated in mathematics education, by themselves, will not necessarily correct this imbalance. More attention needs to be directed to the connected knowing perspective to better understand its role in the learning of mathematics. Although some features and the relevance of the connected perspective in a mathematics context were discussed in this paper, the goal was more to create awareness than to provide definite answers. Thus it is hoped that more mathematics educators will pursue this perspective in their quest to make mathematics more accessible and enjoyable to more female students. (orig.)
Classification: C60
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