The Indirect Effect of Children's Gender on Early Childhood Educators' Mathematical Talk

• In Event: 66.080 - Roundtable Session 26
  In Roundtable Session: 66.080-10 - Possibilities and Vulnerabilities in Early Childhood Education STEM

Abstract

Research suggests that teachers explicitly and/or implicitly may influence young children’s perception of mathematics as a subject area more suitable for boys than for girls. The purpose of this study is to examine how teachers might engage in mathematical talk differently with boys and girls within an early childhood classroom setting; therefore, building and maintaining the stereotype of mathematics as a male domain. Utilizing a multi-model approach, results suggests that the teachers engaged in more mathematical talk with boys than girls. However, any differences in mathematical talk and questions seem dependent upon the classroom contexts (i.e., whole-class, small group, and center time). Implications and future research will be discussed.

Authors

• Amber Simpson, Clemson University

• Sandra Mammano Linder, Clemson University