Girls, maths and schooling: what counts

Master of EducationThis thesis is a critical review of public discourses about the significance of mathematics and of what feminists have had to say, directly or indirectly, about this. There are four main aspects which correspond to the chapters. These are based around the following questions: 1. How is the significance of maths proclaimed? 2. How have feminists analyzed the problem of girls and schooling? 3. What are the issues raised by feminists on the problem of girls and maths? 4. What are the most significant assumptions about gender, education and society implied in the culture of maths? The material used in each chapter is largely literature which includes theoretical literature and empirical investigations. This reflects the dual approach which has been used to tackle the issues. Where it is appropriate, I have included my own experience and observations to substantiate and highlight a case. There are various standpoints within the literature on the problem addressed by this thesis, and I attempt to show that each, historically at least, is significant. I also demonstrate however that there needs to be a more critical appraisal of the girls and maths initiatives currently being explored in our schools