Gender-inclusive mathematics: An illusion or reality?

Cheeseman, Linda

dc.contributor.author	Cheeseman, Linda	en
dc.date.accessioned	2015-04-10T02:09:45Z	en
dc.date.available	2015-04-10T02:09:45Z	en
dc.date.issued	2003-5	en
dc.identifier.citation	ACE papers, Issue 12: Curriculum theory, issues and practice: Student voices, Paper 6.	en
dc.identifier.uri	http://hdl.handle.net/2292/25117	en
dc.description	These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006.	en
dc.description.abstract	In the western world mathematics in education has been traditionally viewed as a masculine area of knowledge and expertise. In more modern times girls and young women have been assimilated into this male cultural domain of abstract and rational thought. This article examines this process of assimilation through feminist theoretical lenses to locate the current position of girls and young women in school mathematics: in the dynamics of the classroom and in the discourse of the Mathematics in New Zealand Curriculum document. This paper explores the extent to which the epistemology and pedagogy of the mathematics discipline has diversified to include the knowledge and experiences of women, to become gender-inclusive as required by the New Zealand Curriculum Framework.	en
dc.language.iso	en	en
dc.relation.ispartofseries	ACE papers	en
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.title	Gender-inclusive mathematics: An illusion or reality?	en
dc.type	Technical Report	en
pubs.issue	12	en
dc.rights.accessrights	http://purl.org/eprint/accessRights/OpenAccess	en