Counting Girls Out: Girls and Mathematics

Counting Girls Out: Girls and Mathematics

Counting Girls Out: Girls and Mathematics

Counting Girls Out: Girls and Mathematics

Synopsis

The question of girls' attainment in mathematics is met with every kind of myth, false 'evidence', and theorizing about the gendered body and the gendered mind. The Girls and Mathematics Unit led by Valerie Walkerdine, over a period of ten years, carried out a detailed theoretical and empirical investigation in this area. Based on this research, the book tackles issues and truisms, - such as: women are irrational, illogical and too close to their emotions to be any good at mathematics - and examines and puts into perspective these and other claims that have been made about women's minds. It also analyses the relationship between evidence and explanation: why are girls still taken to be lacking when they perform well, and boys credited even when they perform poorly?

Excerpt

Mathematics education is established world-wide as a major area of study, with numerous dedicated journals and conferences serving ever-growing national and international communities of scholars. As it develops, research in mathematics education is becoming more theoretically orientated. Although originally rooted in mathematics and psychology, vigorous new perspectives are pervading it from disciplines and fields as diverse as philosophy, logic, sociology, anthropology, history, women’s studies, cognitive science, semiotics, hermeneutics, post-structuralism and post-modernism. These new research perspectives are providing fresh lenses through which teachers and researchers can view the theory and practice of mathematics teaching and learning.

The series Studies in Mathematics Education aims to encourage the development and dissemination of theoretical perspectives in mathematics education as well as their critical scrutiny. It is a series of research contributions to the field based on disciplined perspectives that link theory with practice. This series is founded on the philosophy that theory is the practitioner’s most powerful tool in understanding and changing practice. Whether the practice concerns the teaching and learning of mathematics, teacher education, or educational research, the series offers new perspectives to help clarify issues, pose and solve problems and stimulate debate. It aims to have a major impact on the development of mathematics education as a field of study in the twenty-first century.

Paul Ernest

1998

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