A gender perspective on adults’ motivation (and resistance) to learn mathematics.

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A gender perspective on adults’ motivation (and resistance) to learn mathematics.

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Publication Conference Paper, peer reviewed
Title A gender perspective on adults’ motivation (and resistance) to learn mathematics.
Author(s) Wedege, Tine
Date 2008
Editor(s) Maguire, T.; et al.
English abstract
In the English research project “Making numeracy teaching meaningful to adult learners”, a central research question was about students’ motivations for learning mathematics. From this project, we have access to rich empirical data from semi-structured interviews with the students (2/3 female and 1/3 male). One of the key findings was that students’ motivations are varied and complex but few come to study maths because they feel a lack of skills in their everyday lives. In this paper, the author revisits these data in order to bring gender perspectives into the students’ motivation and resistance to study mathematics. Four analytical gender perspectives (structural, symbolic, personal, and interactional) are presented and used in the analysis, which is based on an understanding of adults’ motivation and resistance to learn as two interrelated phenomena.
Publisher CAMET
Host/Issue Proceedings of the 14th International Conference of Adult Learning Mathematics (ALM), University of Limerick, Ireland, June 2007
Pages 289-298
Language eng (iso)
Subject(s) gender
mathematics
motivation
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Research Subject Categories::MATHEMATICS
Handle http://hdl.handle.net/2043/8700 (link to this page)

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