Rethinking Science and Mathematics Curriculum and Instruction: Feminist Perspectives in the Computer Era

Damarin, Suzanne K.

doi:10.1177/002205749117300104

Cited by 10 publications

(3 citation statements)

References 15 publications

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“…(For example, see Burton, 1990b;Forgasz, 1994;Stobart et al, 1992) The similarities with Rosser's (1990) and Damarin's (1991) lists of the differences between male-and female-friendly science are encouraging. What evidence we have, usually sited in the learning and assessing of school mathematics, suggests that inviting students to define and describe their knowing in mathematics in these ways does have gender implications.…”

Section: The Ep1stemological Challengementioning

confidence: 93%

Moving towards a feminist epistemology of mathematics

Burton

1995

Educ Stud Math

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There is, now, an extensive critical literature on gender and the nature of science three aspects of which, philosophy, pedagogy and epistemology, seem to be pertinent to a discussion of gender and mathematics. Although untangling the inter-relationships between these three is no simple matter, they make effective starting points in order to ask similar questions of mathematics to those asked by our colleagues in science. In the process of asking such questions, a major difference between the empirical approach of the sciences, and the analytic nature of mathematics, is exposed and leads towards the definition of a new epistemological position in mathematics.

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Section: The Ep1stemological Challengementioning

confidence: 93%

Moving towards a feminist epistemology of mathematics

Burton

1995

Educ Stud Math

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“…Research from the critical perspective in educational technology is appropriate and crucial to our growth. One early proponent of this perspective (Damrin, 1991) argued that if we change the way technology is used in education, technology can become a positive force in a feminist reform of math and science education.…”

Section: March 1998 Issue Of Great (Gender Relations In the Educationmentioning

confidence: 99%

Research on technology and teacher education: Current status and future directions

Willis

Thompson

Sadera

1999

ETR&D

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Within the context of a brief history of in~rma-tion technology in teacher education (ITTE)[] Much of the field we call educational technology has links that go back for almost a hundred years, at least to the museum movement in the early part of the 20th century. The museum movement and the success of training and development work during the two world wars were major factors in the development of the field. Educational technology flourished in the 1950s and continues to play an important role in many colleges of education.The particular subdiscipline of educational technology we will explore in this paper does not have a long history. Information technology and teacher education (IITE) is now a scholarly and professional discipline, but it has only recently become so. During the 1970s and early 1980s, while most educational technology programs continued to emphasize more traditional concepts and skills such as the systematic design and development of instructional materials, a separate group of graduate programs emerged that provided some of the foundations for ITTE. These programs, usually at the master's level but sometimes at the doctoral level, were generally known as "educational computing" programs. They dealt with skills and concepts needed to support the educational uses of computers in schools (and to some extent in business and industry). During the 1970s, the use of computers for education was quite limited, and many programs attempted to be all things to all people. However, as the field developed and the

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“…The similarities with Rosser's (1990) and Damarin's (1991) lists of the differences between male-and femalefriendly science are encouraging. For example, both refer to the expansion of the kinds of observations carried out, the recognition of and concern for personal responsibility and the consequences of actions.…”

Section: The Epistemological Challengementioning

confidence: 88%

Moving towards a feminist epistemology of mathematics

Burton

2008

ZDM Mathematics Education

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There is, now, an extensive critical literature on gender and the nature of science, three aspects of which, philosophy, pedagogy and epistemology, seem to be pertinent to a discussion of gender and mathematics. Although untangling the inter-relationships between these three is no simple matter, they make effective starting points in order to ask similar questions of mathematics to those asked by our colleagues in science. In the process of asking such questions, a major difference between the empirical approach of the sciences, and the analytic nature of mathematics, is exposed and leads towards the definition of a new epistemological position in mathematics.

show abstract

Rethinking Science and Mathematics Curriculum and Instruction: Feminist Perspectives in the Computer Era

Cited by 10 publications

References 15 publications

Moving towards a feminist epistemology of mathematics

Moving towards a feminist epistemology of mathematics

Research on technology and teacher education: Current status and future directions

Moving towards a feminist epistemology of mathematics

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