Mathematics and the Construction of Feminine Gender Identity

Abstract

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.