Communications of Mathematical Education (한국수학교육학회지시리즈E:수학교육논문집)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Study on the Meaning of Gender in Mathematics Education Research

수학 교육 연구에서 성별(性別)의 의미 고찰

  • Received : 2019.09.10
  • Accepted : 2019.11.14
  • Published : 2019.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

Gender might be interpreted in different roles and meanings depending on social and cultural backgrounds. Based on the premise that understanding of gender may change the direction of mathematics education, this paper confirmed how gender is interpreted in the preceding study of mathematics education in Korea by applying the literature research method. In particular, predictive model based on empirical perspective and gender schema model based on constructivist perspective. Based on the analysis of gender and research methods in cultural and historical composition models based on historical perspectives and postmodernism models based on postmodernism perspectives, this study analyzed trends in domestic mathematics education. As a result of the analysis, it is confirmed that gender is recognized as a biological difference in domestic mathematics education, and that analysis of gender and related elements of mathematics education is mainly used using statistical analysis techniques. This suggests that various approaches to interpreting gender's role in future mathematics education are needed. The existing mathematics education research on gender is composed in terms of gender differences. Since biology at the time did not explain this difference, however, it should now be based on the concept of gender, which is socially defined gender. Accurate understanding of gender and gender can be the basis for clearer understanding and interpretation of gender-related mathematics research.

성별(性別)은 사회 및 문화적 배경에 따라 그 역할과 의미가 다르게 해석될 수 있다. 성별에 대한 이해는 수학 교육 연구 방향을 변화시킬 수 있다는 전제를 바탕으로 본 연구에서는 문헌연구방법을 적용하여 국내 수학 교육 선행 연구에 있어 성별이 어떻게 해석되고 있는지를 확인하였다. 특히 본 연구에서는 실증주의적 관점을 바탕으로 한 예측 모델, 구성주의적 관점을 바탕으로 한 성별 스키마 모델, 역사적 관점을 바탕으로 한 문화 역사적 구성 모델, 포스트모더니즘 관점을 바탕으로 한 포스트모더니즘 모델에서의 성별 연구 방법에 대한 분석을 토대로 선행 연구를 분석하여 국내 수학 교육 연구의 동향을 파악하였다. 분석 결과 국내 수학 교육에서 성별은 생물학적 차이로 인식되고 있으며, 통계적 분석 기법을 활용하여 성별과 수학 교육의 관련 요소 분석이 주를 이루고 있음을 확인하였다. 이에 향후 수학 교육에 있어 성별의 역할을 해석할 수 있는 다양한 접근법이 필요하다는 시사점을 얻을 수 있었다.

Keywords

References

  1. Kang. H. J, (2008). Development strategies on the trend of students avoiding science and engineering, Suck-Myung Women's University. Master Thesis.
  2. Kwon. S. A. (2018). Exploring Differential Item Functioning of TIMSS 2015 Mathematics Items by Gender, Based on the Cognitive Diagnosis Models, Educational Research Institute, 40(1), 61-82.
  3. Kwon, O. N., Im, H., Park, K. M., & Huh, R, G. (1997). The Gender Difference in Mathematics Achivement by the Difficulty level of the Test, Journal of Educational Research in Mathematics, 7(1), 199-209
  4. Kwon, Om N., & Ju, M, K. (2005). Feminist Perspectives on the Development of a Gender-Neutral Mathematics Program, Journal of the Korean school mathematics society, 8(1), 55-75.
  5. Kim, Y, M. (2017). Spatial Ability, Its Relationship to Mathematics Achievement,and Strategic Choices for Spatial Tasks Among Engineering Freshmen,and Gender Differences, Korean Journal of Cognitive Science, 28(3), 149-171. https://doi.org/10.19066/cogsci.2017.28.3.002
  6. Song, J. Y. (2018). The Role of Gender in Mathematics Career Choice, Classroom Engagement, and Achievement: Mathematics Self-efficacy, Task Value, and Task Cost as Mediators, The Journal of Career Education Research, 31(2), 1-25. https://doi.org/10.32341/jcer.2018.06.31.2.1
  7. Lee, S, H., & An, S. H. (2016). The influences of mathematics self-efficacy, mathematics anxiety and mathematics attitude on mathematics-related career choice : Focused on gender difference, Korean Journal of Youth Studies, 23(6), 1-26.
  8. Lee, S. Y. (2009). Correlation between the mathematical problem-solving and language skills in context - Compared according to gender. Educational Research, 17, 155-183.
  9. Lee, E. J., & Lee, K, H. (2001). A Study on the Factors Influencing Gender Differences Changes of Korean students in PISA Mathematics Assessment, The Journal of Educational Research in Mathematics, 21(4), 313-326.
  10. Lee, S, B., & Kim, S. W. (2017). Detecting Differential Item Functioning based on Gender: Field of Mathematics in the TIMSS 2007, Journal Of Fisheries and Marine Sciences Education, 29(3), 757-766. https://doi.org/10.13000/JFMSE.2017.29.3.757
  11. Lee, H. S., & Ko, H, K. (2014). Gender Differences in Geometry of the TIMSS 8th Grade Mathematics Based on a Cognitive Diagnostic Modeling Approach, School Mathematics, 16(2), 387-407.
  12. Han, H. S., & Choi, K. H. (2012). A Study on the Mathematics Teachers' Gender Difference in Teachers' Perceptions of the Affective Domain in Teaching Practice, Communications of Mathematical Education, 26(4), 363-381. https://doi.org/10.7468/JKSMEE.2012.26.4.363
  13. Buder, J. (1990). Gender trouble: Feminism and the subversion of identity. New York: Roudedge.
  14. Butler, J. (2004). Undoing gender. New York: Routledge.
  15. Cohen, P. C. (1983). A calculating people: The spread of numeracy in early America. Chicago: University of Chicago: Press.
  16. Collins, P. H. (1999). Moving beyond gender: Intersectionality and scientific knowledge. In M. M. Ferree, J. Lorber, and B. B. Hess (Eds.), Revisioning gender (pp. 261-284). Thousand Oaks, CA: Sage.
  17. Crawford, M. (2003). Gender and humor in social context. Journal of pragmatics, 35(9), 1413-1430. https://doi.org/10.1016/S0378-2166(02)00183-2
  18. Damarin, S., & Erchick, D. B. (2010). Toward clarifying the meanings of "gender" in mathematics education research. Journal for Research in Mathematics Education, 310-323. https://doi.org/10.2307/749367
  19. Esmonde, I. (2011). SNIPS AND SNAILS AND PUPPY DOGS'TAILS: GENDERISM AND MATHEMATICS EDUCATION. For the Learning of Mathematics, 31(2), 27-31.
  20. Fennema, E., & Hart, L. E. (1994). Gender and the JRME. Journal for Research in Mathematics Education.
  21. Fennema, E., & Sherman, J. A. (1977). Sex-related differences in mathematics achievement, spatial visualization, and affective factors. American Educational Research Journal, 14, 51-71. https://doi.org/10.3102/00028312014001051
  22. Geis, F. L. (1993). Self-fulfilling prophecies: A social psychological view of gender. In A. E. Beali & R. J. Sternberg (Eds.), The psychology of gender (pp. 9-54). New York: Guilford Press.
  23. Glasser, H. M., & Smith III, J. P. (2008). On the vague meaning of "gender" in education research: The problem, its sources, and recommendations for practice. Educational researcher, 37(6), 343-350. https://doi.org/10.3102/0013189X08323718
  24. Greenberg, J. A. (1999). Defining male and female: Intersexuality and the collision between law and biology. Arizona Law Review, 41, 265-328.
  25. Halpern, D. F., Wai, J., & Saw, A. (2005). A psychobiosocial model: Why females are sometimes greater than and sometimes less than males in math achievement. In A. M. Gallagher & J. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 48-72). Cambridge, MA: Cambridge University.
  26. Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494-495. https://doi.org/10.1126/science.1160364
  27. Hyde, J. S., & Linn, M. C. (2006). Gender similarities in mathematics and science. Science, 314(5799), 599-600. https://doi.org/10.1126/science.1132154
  28. Light, J. (1999). When computers were women. Technology and Culture, 40, 455-483. https://doi.org/10.1353/tech.1999.0128
  29. Linn, M. C., & Hyde, J. S. (1989). Gender, mathematics, and science. Educational researcher, 18(8), 17-27. https://doi.org/10.2307/1176462
  30. Lubienski, S. T., & Bowen, A. (2000). Who's counting? A survey of mathematics education research 1982-1998. Journal for research in mathematics education, 626-633.
  31. Pinker, S. (2005). The science of gender and science: Pinker vs. Spelke, A Debate. Mind Brain and Behavior Initiative (MBB), Harvard University. Retrieved June 21, 2017, http://edge.org/3rd_culture/debate05/debate05_index. html.
  32. Ruskai, M. B. (1995). A mathematician's perspective. In B. Grevholm & G. Hanna (Eds.) Gender and mathematics education (pp. 386-389). Lund, Sweden: Lund University Press.
  33. Ruskai, M. B. (1996). Are 'feminist perspectives' in mathematics and science feminist? In P. R. Gross, N. Levitt, & M. W. Lewis (Eds.), The flight from science and reason (pp. 437-444). Baltimore, MD: The Johns Hopkins University Press.
  34. Sperling, S. (1997). Baboons with briefcases vs. langurs with lipstick: Feminism and functionalism in primate studies. In R. N. Lancaster & M. di Leonardo (Eds.), The gender/sexuality reader: Culture, history, political economy (pp. 249-264). New York: Routledge.
  35. Valian, V (1999). Why so slow: The advancement of women. Cambridge, MA: MIT Press.
  36. World Health Organization. (2008). What do we mean by "sex" and "gender"? Retrieved August 31, 2019, from http://www.who.int/gender/whatisgender/en/