Who Is Math? Elementary Preservice Teachers' Use of Gendered Characteristics to Personify Mathematics

• In Event: Gendered Representations and Experiences in Mathematics Education

Abstract

Positive attitudes towards mathematics help pre-service teachers (PSTs) develop meaningful mathematical knowledge and support mathematics learning of their prospective students. This study aims to explore the gendered qualities that elementary PSTs used to personify mathematics. Eighty-three PSTs wrote a short narrative personifying Math and narrated an imaginary dialogue that occurred with Math. Qualitative analysis of these narratives showed that most PSTs viewed Math as a male and used masculine attributes to described it. When elementary PSTs perceived Math negatively, they predominantly referred to Math as a male and used mostly negative masculine qualities in their descriptions. These findings can help us find ways that allow PSTs to develop a positive neutral perception of mathematics.

Authors

• Muteb Alqahtani, SUNY Cortland

• Valerie Widdall, Marathon Central School District

• Robert Sigley, Texas State University