Copyright

David Kollosche; Daniela Steflitsch; Kora Maria Deweis-Weidlinger;

Published On

2024-12-11

Page Range

pp. 485–538

Language

  • English

Print Length

54 pages

19. Gender, mathematics, and mathematics education

Chapter of: Breaking Images: Iconoclastic Analyses of Mathematics and its Education(pp. 485–538)
This chapter approaches the discipline of mathematics from the perspective of gender studies. It provides an overview of the gendering of mathematics and mathematics education based on aspects such as images of mathematics, achievement, representation, biology, cognition, learning preferences, classroom interaction, and belonging. These aspects are then critically addressed from a post-structural perspective on gender and mathematics. Special attention is paid on moral dilemmas in dealing with gender inequality in mathematics and on the question how the perspective of gender studies can enrich our understanding of mathematics.

Contributors

David Kollosche

(author)
Full Professor for Mathematics Education Research at University of Klagenfurt
https://orcid.org/0000-0003-1055-2418

David Kollosche is a full professor for mathematics education research at the University of Klagenfurt in Austria. He teaches mathematics, history of mathematics, philosophy of mathematics, and mathematics education to prospective secondary school teachers. His research focusses on theoretical foundations of mathematics education, the epistemology of mathematics, the sociology of mathematics education, and students’ perspectives on mathematics education.

Daniela Steflitsch

(author)
Post-doctoral Researcher at University of Klagenfurt
https://orcid.org/0000-0003-3365-4732

Daniela Steflitsch is a post-doctoral researcher at the University of Klagenfurt in Austria. She teaches mathematics education and mathematics for vocational schools to prospective secondary school teachers. Her research focuses on critical mathematics education, cross-curricular themes in mathematics education, and students’ perspectives on mathematics education.

Kora Deweis-Weidlinger

(author)
https://orcid.org/0009-0008-5604-4316

Kora Deweis-Weidlinger holds a Master’s degree in secondary mathematics education and supported various research projects, including a study on primary school students’ strategies for addition and subtraction in the number range 100, a study on the development of basic ideas and solution strategies for multiplication tables, and a survey study on the role of gender in mathematics education. She has returned to school and is currently teaching at a lower secondary school in Austria.