Browsing by Author "Olin, Milla"

There are hardly any differences in mathematical competence between genders. Instead, differences arise in attitudes and interest towards mathematics. Yet according to previous studies, teachers’ beliefs about mathematical learning are gendered. Girls have been seen to succeed merely due to hard work, while boys have been seen as possessing a natural talent for mathematics, but lacking in effort (Soro, 2004; Walkerdine, 1998). The aim of this study is to research mathematics teachers’ beliefs concerning gender in school mathematics, and to compare the data with Soro’s thesis research, and thus gain information on whether teachers’ beliefs have changed in the past 20 years. Out of the 72 secondary education mathematics teachers participating in the study, one fourth were men. Participants were sought out through MAOL Ry, an association for STEM teachers. The study was conducted as a survey. The survey consisted of Likert questions and open-ended questions about the achievement levels and attitudes of boys and girls in mathematics education, about the educational choices students make, and about achieving gender equality in mathematics education. The survey form was an adapted version of Soro’s (2004) thesis study. As background information, teachers were asked about their age, gender, teaching experience, and location. The data was analyzed using both quantitative and qualitative research methods. In the structured section the most common answer was that there are no differences between genders in school mathematics. The teachers saw boys underachieving due to laziness, and girls as more willing to work to learn. Girls were more commonly perceived as hard-working and as avoiding using their intelligence. Boys were seen to dominate teaching situations, to have higher expectations of succeeding in mathematics, and to possess more ability. Teachers described girls and boys differently, but successful pupils were described as conscientious, regardless of gender. Teachers’ belief profiles had changed compared to Soro. Their views of gender equality in mathematics were largely gender neutral or close to gender conscious. The most important way of promoting gender equal mathematics education by teachers was by using diverse exercises and examples. A slightly smaller number of teachers answered that they were doing nothing to promote it.