A critical analysis of the impact of implementing feminist teaching pedagogies on Y10 girls’ attitudes towards mathematics
Rachel Burns
(PGCE Secondary Mathematics, 2021-2022)
email: rachelsigourneyburns@gmail.com
Abstract
The proportion of girls choosing to do A Level mathematics has remained stagnant at around 40% for at least the last ten years. Given that girls outperform boys in both GCSE and A Level mathematics, the literature suggests that the reason fewer girls are choosing to do mathematics is because they do not enjoy it as much as boys. This action research project works to establish whether implementing feminist teaching pedagogies can improve girls’ attitudes towards mathematics. Lessons were devised and taught using four identified tenets of feminist mathematics pedagogies: social learning, connected knowing, a reflective and low-pressure environment, and problem solving with multiple routes. Data was collected by interviewing girls before and after the lesson intervention, collecting student work, and from teacher observations. The results suggest that feminist pedagogies can improve girls’ attitudes towards mathematics. Activities that helped girls understand content deeply were particularly effective.
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The full paper is available for download as a pdf file: 221-248burnsr
Citation: Burns, R. (2023). A critical analysis of the impact of implementing feminist teaching pedagogies on Y10 girls’ attitudes towards mathematics. Journal of Trainee Teacher Educational Research, Volume 14 pp. 221-248. https://doi.org/10.17863/CAM.100010