Session Information
Contribution
The over all purpose of this study is to examine the factors in a school's environment and Mathematics teaching practices which develop students' identities as positive toward Math (i.e. "Math individuals"); and how these factors contribute to either an increased or decreased interest in Math among girls and boys, respectively. Purposeo To conduct a qualitative and comparative study of Math/Science schools, in contrast to "normal" middle schools, which examines Math teaching practices and content that effects young people's constructions of identity and gender. o To conduct an ethnographic case study which examines the content of different schools' Math teaching practices and content which affects young people's constructions of identity and gender. Questionso Are there differences in the concrete conditions for girls' and boys' respective identities and gender constructions as "Math individuals" in Math-specific classes versus other classes? o How are teachers' assumptions and attitudes about Math, gender, social position or class, and ethnicity related their teaching practices? o What difference do age and grade level make for girls and boys in constructing a positive Math identity? o What ideas and factors within the family, the media and recreational activities which have Mathematical content contribute to boys and girls in grades 7 to 9 constructing an identity as a "Math person" or "interested in Math," and to what extent?Theoretically this project works both within the bioecological and the cultural- analytical domain (Bronfenbrenner, 1979; Berg 2003). The study's key ideas are school culture and school environment. A school's culture and environment largely influence its way of working, and its micro-system can be understood in the form of established value foundations that together constitute the school as an institution. The school's environment constitutes this type of value foundation that forms over time within the micro-system (Grosin 2004). This project works partly within a post-structural research paradigm (Butler, 1990, Derrida, 1976), using both deconstructionist and feminist theories.Methodologically this project utilizes mixed-method research in which both quantitative and qualitative approaches are used to compare and contrast the different types of data and, therefore, intensify the analysis (Johansson, Burke and Onwuegbuxie, 2004). This project will also use intersectional methodology and multiple approach methodolgy (Lenz Taguchi, 2000; Rhedding Jones, 1996; Lykke 2003). The study will be carried out partly as a longitudinal statistical examination over two years in a total of 12 classes in which there are 350 students and 20 Math teachers; and partly by following these classes and teachers through grades 8 and 9. Four classes are focused on Math and Science, and six on "regular" subjects. The study will use instruments developed earlier in an evaluation of profile classes for Math and Science, which has recently been completed in Stockholm (Kjellman 2005). The project's method statistical expertise will influence selection of test classes and final design.At this time there are no findings. Adams St. Pierre, Elisabeth 2000. The Call for Intelligibility in Postmodern Educational reserch. Educational Researcher, Vol. 29, No. 5, pp. 25-28 Berg, Gunnar. 2003. Att förstå skolan. Studentlitteratur: Lund Bourdieu, Pierre 2004. Den manliga dominansen. Uddevalla: Daidalos Brandell, Gerd & Nyström, Peter & Staberg, Else-Marie 2002. Matematik i Grundskolan - könsneutralt ämne eller inte? En analys av åsikterna i år 9. Matematikcentrum, Lunds universitetBronfenbrenner, Urie 1979. The ecology of human development. Experiments by nature and design. Cambridge, Mass.: Harvard University Press Butler, Judit 1990. Gender trouble. Feminism and the subversion of identity. NY/London: Routledge. Davies, Bronwyn 2000. Body of writing. Walnut Creek CA: AltaMira Press Ds 2004:36. Innovativa Sverige. En Strategi för tillväxt genom förnyelse. Näringsdepartementet, Utbildningsdepartementet, Regeringskansliet Derridas, Jacques 1976. Of Grammatology. Baltimor and London.: The John Hopkins University Press. Flax, Jane 1993. Disputed Subjects. - Essays on Psychoanalysis, Politics and Philosophy. NY/London: Routledge. Foucault, Michel. 1976. Sexualitetens historia. Viljan att veta. Del ett. Göteborg: Daidados Frosh, S & Phoenix, A & Pattman, R 2002. Young Masculinities. London: Palgrave. Grosin, Lennart 2004: Skolklimat, prestation ch anpassning i 21 mellan- och 20 högstadieskolor. Pedagogiska institutionen: Stockholms universitet. Grönmo, Liv Sissel 2004. Are Girls and Boys to Be Taught Differently? Ur International Perspecives on Learning and Teaching Mathematics. Clark B & Clark, D-M & Emanuelsson, G & Johansson, B & Lambdini, D-V & Lester, F-K & Wallby, A& Wallby K (Ed). Göteborgs Universitet. Jakobsson, Ann-Katrin 2000. Motivation och inlärning ur ett genusperspektiv. En studie av gymnasieelever på teoretiska linjer/program. Acta Universitatis Gothoburgensis Johansson, R.Burke & Onwuegbuzie, Anthony J. 2004. Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, Vol.33, No 7,pp.14-26, October 2004. American Educational Research AssociationKjellman, Ann-Christin 2005. Flickor och matematik- en utvärdering av Stockholms satsning på MaNo klasser i grundskolan". Resultat sedda ur ett genusperspektiv. Stockholms Stad. Socialtjänstförvaltningen, FoU-enheten Kjellman, Ann-Christin 2006. Stockholms satsning på profilklasser i MA/NO. Slutrapport 2006. Individ, omvärld och lärande/Forskning nr 35. Institutionen för individ, omvärld och lärande, Lärarhögskolan i Stockholm (2006) Lenz Taguchi, Hillevi 2000. Emancipation och motstånd. Stockholm: HLS förlag Lenz Taguchi, Hillevi 2005. How "getting personal" in ECE-teacher education? To trouble students and teacher-educators identities? In Contemporary Issues in Early Childhood Education. Published in the first issue of 2005. Lykke, Nina 2003. "Intersektionalitet - ett användbart begrepp för genusforskningen". I Kvinnovetenskaplig tidsskrift nr 1, 2003 s. 47-56.Ohrlander, Kajsa & Larsson, Håkan (2005) Att spåra och skapa genus i gymnasieskolans program och kursplaner. Rapport Skolverket.Redding Jones, Jeanette 1996. Research Early Schooling: poststructural practicies and academic writing in an ethnography. British Journal of Sociology of Education, vol. 17, No1, 1996. Reuterberg, S-E & Svensson, A. 2000. Köns- och socialgruppsskillnader i matematik- orsaker och konsekvenser. Göteborgs Universitet, Institutionen för pedagogik och didaktik. Nr 2000:20 Shapka, D & Keating, P. 2003. Effects of a Girl - Only curriculum During Adolescence: Performance, Persistence, and -engagement in Mathematics and Science. American Educational Research journal. Volume 40, Number 4- Winter 2003. Skolverket.2001:209. Svenska femtonåringars läsförmåga och kunnande i matematik och naturvetenskap i ett internationellt perspektiv. Skolverkets rapport nr 209. Stockholm Skolverket Skolverket 2004:97. "Att lyfta matematiken". Matematikdelegationens rapport. Stockholm: Liber AB. Utbildningsdepartementet. 2004. Könsskillnader i utbildningsresultat. Fakta, mönster och perspektiv. Utbildningsdepartementets skriftserie rapport 7 . 2004 Walkerdine, Valerie 1998. Counting girls out. Girls and mathematics. London: Falmer
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