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| ERIC #: | ED417943 |
| Title: | Mathematics as a Barrier to the Learning of Science and Technology by Girls. Report of a Conference, (Ahmedabad, India, January 11-12, 1996). |
| Authors: | Goel, Ved, Ed.; Burton, Leone, Ed. |
| Descriptors: | Cultural Influences; Elementary Secondary Education; Enrollment Influences; Females; Foreign Countries; Mathematics Anxiety; Mathematics Education; Science Education; Sex Differences; Technology Education |
| Source: | N/A |
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| Publisher: | N/A |
| Publication Date: | 1996-11-00 |
| Pages: | 123 |
| Pub Types: | Collected Works - Proceedings |
| Abstract: | Many Commonwealth countries are concerned about gender factors in mathematics and science education. Labor market statistics in many developing countries show greater participation rates for men in science in general and in numerically-based disciplines in particular. Available evidence indicates that gender biases account for the difficulties girls experience in learning mathematics and for the barriers to their later entry into, and good performance in, science and technology education. This report is the product of a two-day conference which addressed the issue of mathematics as a barrier to learning science and technology amongst girls. It was organized as a follow-up to the 8th International Conference of Gender and Science and Technology (GASAT). The conference was convened to explore the interrelationships between the teaching of mathematics and of science and technology in the context of gender and to identify those areas worthy of further study in Commonwealth countries. This report provides the perspectives of many distinguished researchers and practitioners from the Commonwealth with diverse cultural, linguistic, and ethnic backgrounds which play an important role in the choices that girls and boys make in school and in the way that schools and teaching are organized. Teachers, teacher educators, researchers and other interested readers are provided with an overview of the influence of mathematics on gender differences in participation and achievement in science and technology teaching. It also points to directions for further investigation. Chapters include: (1) "Mathematics as a Barrier To the Learning of Science by Females" (Leone Burton); (2) "Mathematics Performance in Botswana Public Examinations: Implications for Girls' Participation in Science-Oriented Careers" (K.G. Garekwe); (3) "Mathematics as a Barrier To Learning Science and Technology among Girls in Dominica (Eastern Caribbean)" (Ezra Blondel); (4) "Participation of Boys and Girls in Mathematics and Science at Secondary School Level in India" (A. Vasantha); (5) "Enhancing Women's Participation in Mathematics Education" (G.C. Vora); (6) "Girls, Mathematics, Science and Technology Education in Kenya" (Esther N. Kioko); (7) "Mathematics and the Learning of Science and Technology amongst Girls in Malawi" (Onesmo Joseph); (8) "Mathematics as a Barrier To Learning Science and Technology amongst Girls in Papua New Guinea" (Neela Sukthankar); (9) "Mathematics as a Barrier To Learning Science and Technology amongst Girls" (V.G. Masanja); (10) "Mathematics as a Barrier To Learning Science and Technology amongst Girls in Uganda" (Janet Kaahwa); and (11) "The Relationship between the Learning of Mathematics and the Learning of Science and Technology amongst Girls in Zambia" (Bentry Nkhata). (Author/ASK) |
| Abstractor: | N/A |
| Reference Count: | 0 |
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| Note: | N/A |
| Identifiers: | N/A |
| Record Type: | Non-Journal |
| Level: | 2 - Available on microfiche |
| Institutions: | Commonwealth Secretariat, London (England). |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | N/A |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Elementary Secondary Education |
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