Abstract
This study is part of the Social Context Project at the Centre for Mathematics and Science Education in Brisbane, Australia. Classroom observations were conducted in mathematics classes at two all girls' schools with different socioeconomic backgrounds. The aim was to investigate differences in the construction of the content of mathematics and the construction of the learners in both classes. The class in the high socioeconomic school constructed content that was perceived as required for entry into higher education while the low socioeconomic school constructed mathematics needed for everyday life transactions. Likewise, the learners were constructed differently in both schools on the basis of their perceived ability and needs. The study concluded by arguing for diversity of research methodologies and for an increasing emphasis on the experiences of successful females as well as females from different socioeconomic and ethnic backgrounds.
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Atweh, B., Cooper, T. The construction of gender, social class and mathematics in the classroom. Educ Stud Math 28, 293–310 (1995). https://doi.org/10.1007/BF01274178
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DOI: https://doi.org/10.1007/BF01274178