ERIC Number: EJ1151873
Record Type: Journal
Publication Date: 2017-Sep
Abstractor: As Provided
Persistent Gender Inequities in Mathematics Achievement and Expectations in Australia, Canada and the UK
Forgasz, Helen J.; Leder, Gilah C.
Mathematics Education Research Journal, v29 n3 p261-282 Sep 2017
We report the general public's perceptions and those of 15-year-old school students, about aspects of mathematics learning. For the adult sample, survey data were gathered from pedestrians and Facebook users in Australia, Canada and the UK-countries in which English is the dominant language spoken. Participants responded to items about the teaching and learning of mathematics, the gender stereotyping of mathematics and the perceived importance of studying mathematics for future careers. Collection of the data from the pedestrian samples partially overlapped with the period of data gathering via Facebook and coincided loosely with the administration of the Programme for International Student Assessment [PISA] 2012 in the three countries of interest. We examined participants' views/beliefs by country and by respondent age. We also compared the results of the adult samples with student responses to four PISA 2012 attitudinal items for which the foci were comparable to items administered to the general public. Thus, we were able to compare the responses of three different age groups. While participants considered mathematics to be important for everyone to study, and important for employment, vestiges of traditional gender stereotyped beliefs and expectations were evident, more so among the younger than older respondents.
Descriptors: Foreign Countries, Comparative Education, Gender Differences, Equal Education, Mathematics Achievement, Expectation, Public Opinion, Secondary School Students, Student Attitudes, Adolescent Attitudes, Stereotypes, Educational Attitudes, Social Media, Data Collection, Age Differences, Age Groups, Achievement Tests, International Assessment
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; United Kingdom
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A