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|
in International journal of science and mathematics education (Dordrecht : Kluwer), Vol. 14, No. S2 (2016), p. 347-362
|Type of Publication:||Article|
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