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Investigating Upper Secondary School Teachers’ Conceptions: Is Mathematical Reasoning Considered Gendered?

This study examines Swedish upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning: whether reasoning was considered gendered and, if so, which type of reasoning was attributed to girls and boys. The sample consisted of 62 teachers from six different... Full description

1st Person: Sumpter, Lovisa
Source: in International journal of science and mathematics education (Dordrecht : Kluwer), Vol. 14, No. S2 (2016), p. 347-362
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Type of Publication: Article
Language: English
Published: 2016
Online Access: full-text
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