Helen Forgasz

Equity and quality of mathematics education: Research and media portrayals

Publisher: Springer Netherlands

Date: 2011

DOI: 10.1007/978-90-481-9803-0

Targeted tuition delivered by personal videoconferencing for students with mathematical learning difficulties

Publisher: Wiley

Date: 02-2018

DOI: 10.1111/LDRP.12164

If girls aren't interested in computing can we change their minds?

Publisher: University of Münster, Münster, Germany

Date: 2015

DOI: 10.18151/7217312

Mathematics, English and gender issues: do teachers count?

Publisher: Edith Cowan University

Date: 2014

DOI: 10.14221/AJTE.2014V39N9.3

Teachers, equity, and computers for secondary mathematics learning

Publisher: Springer Science and Business Media LLC

Date: 10-2006

DOI: 10.1007/S10857-006-9014-8

Invited Lectures from the 13th International Congress on Mathematical Education

Publisher: Springer International Publishing

Date: 2018

DOI: 10.1007/978-3-319-72170-5

New perspectives on the gender stereotyping of mathematics

Publisher: Informa UK Limited

Date: 10-2004

DOI: 10.1207/S15327833MTL0604_2

Enhancing survey participation: Facebook advertisements for recruitment in educational research

Publisher: Informa UK Limited

Date: 22-02-2018

DOI: 10.1080/1743727X.2017.1295939

Framing lawyers' choices: factor analysis of a psychological scale to self-assess lawyers' ethical preferences

Publisher: Informa UK Limited

Date: 07-2013

DOI: 10.5235/1460728X.1.1.134

“Mathematics is like a lion”

Publisher: Springer Science and Business Media LLC

Date: 21-04-2017

DOI: 10.1007/S10649-017-9759-2

Mathematics and gender stereotypes in one Jewish and one Druze grade 5 classroom in Israel

Publisher: Hindawi Limited

Date: 2011

DOI: 10.1155/2011/545010

Abstract: We report findings from qualitative case studies of two grade 5 classrooms in Israel, one Jewish and one Druze. The aim was to identify classroom factors contributing to the differences in the gendered patterns of mathematics outcomes for Jewish and Arab Israeli students. Marked differences were found in the teachers' gender-related interactions with students, and their beliefs and expectations of boys' and girls' mathematical capabilities. The Jewish teacher held conventional gender-stereotyped beliefs of male mathematical superiority. The Druze teacher believed that girls required affirmative action to overcome implied gender biases in favour of males in the Druze community. The findings support earlier research and theoretical perspectives on gender-related issues in the mathematics classroom. In particular, when teachers hold gender-biased beliefs and expectations, students' classroom experiences and mathematics learning outcomes are impacted along gender lines.

Mathematics classrooms, gender and affect

Publisher: Springer Science and Business Media LLC

Date: 11-1996

DOI: 10.1007/BF03217295

A rich interpretation of numeracy for the 21st century: a survey of the state of the field

Publisher: Springer Science and Business Media LLC

Date: 07-2015

DOI: 10.1007/S11858-015-0708-1

Technology in mathematics education

Publisher: SensePublishers

Date: 2012

DOI: 10.1007/978-94-6091-970-1_7

VCE STEM subject enrolments in co-educational and single-sex schools

Publisher: Springer Science and Business Media LLC

Date: 24-05-2020

DOI: 10.1007/S13394-019-00271-4

Reflections on the MERGA research review 2004-2007

Publisher: SensePublishers

Date: 2012

DOI: 10.1007/978-94-6091-970-1_2

Effective and Inclusive Mathematics Teaching and Learning

Publisher: Emerald Group Publishing Limited

Date: 26-11-2015

DOI: 10.1108/S1479-363620150000007011

Learning about numeracy

Publisher: Edith Cowan University

Date: 02-2019

DOI: 10.14221/AJTE.2018V44N2.2

Outreach programmes to attract girls into computing: how the best laid plans can sometimes fail

Publisher: Informa UK Limited

Date: 03-07-2015

DOI: 10.1080/08993408.2015.1067008

Factors implicated in high mathematics achievement

Publisher: Springer Science and Business Media LLC

Date: 05-06-2013

DOI: 10.1007/S10763-012-9348-X

Towards Equity in Mathematics Education. Gender, Culture, and Diversity

Publisher: Springer Berlin Heidelberg

Date: 2012

DOI: 10.1007/978-3-642-27702-3

A critical orientation to numeracy across the curriculum

Publisher: Springer Science and Business Media LLC

Date: 03-12-2015

DOI: 10.1007/S11858-014-0648-1

Persistent gender inequities in mathematics achievement and expectations in Australia, Canada and the UK

Publisher: Springer Science and Business Media LLC

Date: 11-02-2017

DOI: 10.1007/S13394-017-0190-X

Gender: A dilemma for large-scale studies in mathematics education

Publisher: Springer Science and Business Media LLC

Date: 18-03-2021

DOI: 10.1007/S13394-020-00353-8

Elementary students’ views on the gendering of mathematics

Publisher: Eurasian Society of Educational Research

Date: 15-10-2018

DOI: 10.12973/EU-JER.7.4.867

Abstract: style="text-align: justify " Gender differences in mathematics learning outcomes are still evident in many countries participating in large scale international testing, as well as in national testing in Israel, the context in which the study reported here was conducted. The participants were 281 students from three Israeli elementary schools and were in grades 4 and 6. The students completed a questionnaire with items based on a selection of variables included in explanatory models for gender differences in mathematics. It was found that many students held gendered beliefs related to mathematics learning, particularly when the questions asked related to themselves or to significant others in their lives (parents and teachers) the views of the majority of students were gender neutral. When presented with two photographs -a man, and a woman- and asked who was the one more likely to work with mathematics, it was clear that the students’ choices and explanations echoed perceptions of mathematics as a male domain.

Affect and gender

Publisher: Springer International Publishing

Date: 2015

DOI: 10.1007/978-3-319-06808-4

Mathematics education and the affective domain

Publisher: Springer Singapore

Date: 2016

DOI: 10.1007/978-981-10-1419-2_5

Evaluating pre-service teachers’ statistical literacy capabilities

Publisher: Springer Science and Business Media LLC

Date: 06-12-2022

DOI: 10.1007/S13394-022-00438-6

Australian and international mature students: the daily challenges

Publisher: Informa UK Limited

Date: 05-2004

DOI: 10.1080/0729436042000206654

Surveying the public: revisiting Mathematics and English stereotypes

Publisher: Springer International Publishing

Date: 21-09-2015

DOI: 10.1007/978-3-319-05978-5_6

Ethics and the challenges for inclusive Mathematics teaching

Publisher: Springer International Publishing

Date: 21-09-2015

DOI: 10.1007/978-3-319-05978-5_9

Impending STEM shortages in Australia: beware the 'smoke and mirrors'

Publisher: Elsevier BV

Date: 2015

DOI: 10.1016/J.SBSPRO.2014.12.644

Measuring who counts

Publisher: Springer Science and Business Media LLC

Date: 04-05-2018

DOI: 10.1007/S11858-018-0939-Z

Public views on the gendering of mathematics and related careers: international comparisons

Publisher: Springer Science and Business Media LLC

Date: 29-03-2014

DOI: 10.1007/S10649-014-9550-6

Perceptions of the tertiary learning environment

Publisher: Informa UK Limited

Date: 2000

DOI: 10.1080/002073900287363

Monash University

Location: Australia

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Linkage Projects - Grant ID: LP0989469

Start Date: 05-2009

End Date: 05-2013

Amount: $269,000.00

Funder: Australian Research Council

Special Research Initiatives - Grant ID: SR0354538

Start Date: 01-2004

End Date: 06-2004

Amount: $30,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP120100694

Start Date: 2012

End Date: 12-2015

Amount: $210,000.00

Funder: Australian Research Council