Mathematical Epistemological Beliefs: Through the Gender Lens

• In Event: Gendered Representations and Experiences in Mathematics Education

Abstract

This study sets out to ascertain whether gender differences in teachers’ mathematical epistemological beliefs exist. Specifically, the study examined teachers’ beliefs concerning the structure, stability and source of mathematical knowledge. This is crucial given that previous research have demonstrated the potential role of teachers’ mathematical epistemological beliefs in shaping their mathematics teaching. The current study drew on survey data collected from 745 primary teachers using items from the Thai Teachers’ Mathematics Education-related Beliefs questionnaire. The data were analysed using Independent-samples t-test and the findings reveal a limited to no effect of gender on teachers’ mathematical epistemological beliefs. Overall, the study helps to dispel any myths about gender differences in the way males and females perceive the nature of mathematical knowledge.

Author

• Natthapoj Vincent Trakulphadetkrai, University of Reading