Mathematics and the Construction of Feminine Gender Identity

Females remain underrepresented in tertiary Mathematics Research has indicated that this is, in part, due to the way that mathematics is traditionally taught This paper reports the results of a participant observation intervention in the teaching of proportional thinking to Year 6 girls It was found that by taking account of their preferred learning styles with the provision of specific scaffolding and the use of integrated and authentic tasks most females enjoyed the tasks and developed a stronger disposition to study mathematics Recent research into gender difference in mathematics achievement among middle school students indicates that differences were non existent (e g Amit, & Neria, 2002) Despite this females continue to be underrepresented in careers related to mathematics and tertiary studies in mathematics (Kort, 2001) Since mathematics provides a key element in understanding science and technology, without certain mathematical knowledge, avenues of development are closed (Keeves & Stacey, 1999) This has serious implications for equity issues and for the national economic well being (Murphy & Gibbs, 1996) The disengagement of some females with mathematics begins early, but becomes more pronounced as they progress towards the middle school (Fennema, 1996) The reasons fo