Alternate Trajectories: Women Moving into Mathematics Education

Toney, Allison F.

doi:10.1080/24727466.2014.11790334

Cited by 1 publication

(1 citation statement)

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“…Furthermore, academically, the average GPA of a female pre-service teacher is 3.20, and male pre-service teacher is 3.23, which is similar. This is in line with Toney's research in [12], who said that women are the majority group in college mathematics education but are a minority group in almost all mathematics departments in the United States. This is due to a cultural conflict between the values, goals, and objectives of someone who wants a college mathematics education and those in many university mathematics departments.…”

Section: Introductionsupporting

confidence: 88%

Gender Gap in Mathematics Achievement: Empowering Women’s Awareness in Mathematics

Makur¹,

Gunur²,

Ramda³

2023

Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 20

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This study assessed gender differences in learning mathematics using generative learning. This research was a quasi-experimental research with a posttest-only control group design. Fifty-seven pre-service mathematics teachers were involved in this study. Nineteen male pre-service mathematics teachers and thirty-eight female teachers were taught real analysis using generative learning. The data were collected through an essay test. Using a t-test at 0.05 level of significance, the data analysis and interpretation of this study indicated that male and female preservice mathematics teachers who took real analysis courses using generative learning did not differ significantly in achievement, revealing that male and female preservice mathematics teachers were able to compete and collaborate in mathematics. The findings suggest that a generative learning strategy can improve the critical thinking skills of males and females who took real analysis courses.

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Section: Introductionsupporting

confidence: 88%