Eliminating Gender Bias from Mathematics Textbooks in Palestinian Schools from Grades 1 to 12: A Proposed Mechanism from Gender-Specific toward Gender-Neutral Norms

  • Muneer Jebreel Karama Department of Applied Mathematics, College of Applied Science, Palestine Polytechnic University, muneerk@ppu.edu

Abstract

Eliminating gender bias from mathematics textbooks in Palestinian schools is not an easy task, given that 50% of the names, verbs, actions, professions, or pictures in mathematics textbooks portray traditionally feminine activities, such as sewing and embroidery. In these textbooks, these feminine activities do not involve males. Eliminating gender bias from mathematics textbooks in Palestinian schools is more challenging than we think because these biases are rooted in culturally-based mind-sets. Therefore, upon careful analysis of this important and crucial issue, the researcher suggested a new framework for developing mathematics curricula based on gender balance, which is a gender-neutral approach. 

Downloads

Download data is not yet available.

References

Aguirre, J., Herbel-Eisenmann, B., Celedon-Pattichis, S., Civil, M., Wilkerson, T., Stephan, M., ... & Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124-147.‏

Alutu, A. N. G. and Eraikhuemen, L. (2004). The Shortfall of Female Mathematics Lecturers in Nigerian Universities: Strategies for Promotion and Retention of Prospective Female Mathematics Lecturers. Journal of International Women's Studies, 5(5), 72-84.

Burton, L. (1990). Gender and mathematics: An international perspective. Cassell Educational Limited, Villiers House, 41/47 The Strand, London WC2N 5JE, England (15.95 pounds).

Case, B. A., & Leggett, A. M. (Eds.). (2016). Complexities: Women in mathematics. Princeton University Press.

Chipman, S. F. (2005). Research on the women and mathematics issue. Gender differences in mathematics: An integrative psychological approach, 1-24.

Coolidge, J. L. (1951). Six female mathematicians. HYPATIA, 375, 415.

Dowi INC, P. (1991) 'Gender, classmd subjectivity in mathematics: A critique of Humpty Dumpty'.For the Learning if Nlathematics, 11,1, pp. 2-8.

Henrion, C. (1997). Women in mathematics: The addition of difference. Indiana University Press.

Hewitt, G. C. (1978). The Status of Women in Mathematics.

Hodes, C. L. (1995). Gender representations in mathematics software. Journal of Educational Technology Systems, 24(1), 67-73.

Karama, Muneer J. (2020). Gender Bias in School Mathematics Textbooks from Grade 1 to 12 in Palestine. Journal of International Women's Studies, 21(1), 162-171.

Kenway, J., & Willis, S. (1993). Telling tales: Girls and schools changing their ways. Department of Employment, Education and Training.

Kenway, J., Willis, S., & Junor, A. (1994). Critical Visions: Curriculum and Policy Rewriting the Future.

Kitchen, R., & Berk, S. (2016). Educational technology: An equity challenge to the Common Core. Journal for Research in Mathematics Education, 47(1), 3-16.‏

Larnell, G. V. (2016). More than just skill: Examining mathematics identities, racialized narratives, and remediation among black undergraduates. Journal for Research in Mathematics Education, 47(3), 233-269.‏

Leder, G. C., Forgasz, H. J., & Solar, C. (1996). Research and intervention programs in mathematics education: A gendered issue. In International handbook of mathematics education(pp. 945-985). Springer, Dordrecht.

Malala Yousafzai .(2019). https://www.wabisabilearning.com/blog/10-inspiring-teaching-quotes

Morrow, C., & Perl, T. (Eds.). (1998). Notable women in mathematics: A biographical dictionary. Greenwood Publishing Group.

NCTM News Bulletin October (2008). EQUITY: ALL MEANS ALL!, The National Council of Teachers of Mathematics NCTM.p3.

Osen, L. M. (1974). Women in mathematics. Mit Press.

Poincaré, H. (2012). Mathematical creation. Scientific Work and Creativity: Advice from the Masters, 1, 177.

Reinholz, D. L., & Shah, N. (2018). Equity analytics: A methodological approach for quantifying participation patterns in mathematics classroom discourse. Journal for Research in Mathematics Education, 49(2), 140-177.‏

Selling, S. K. (2016). Making mathematical practices explicit in urban middle and high school mathematics classrooms. Journal for Research in Mathematics Education, 47(5), 505-551.‏

Sleeter, C. E., & Grant, C. A. (2017). Race, class, gender, and disability in current textbooks. In The politics of the textbook(pp. 78-110). Routledge.

Taylor, J. E., & Wiegand, S. M. (1999). AWM in the 1990s: A Recent History of the Association for Women in Mathematics. Notices of the AMS, 46(1).

VI.RIH. (1990) 'Curriculum development and gender', in BUItTON, L. (Ed)Gender and Mathematics: An International Perspective,London, Cassell, pp. 60-71.

Warburton, T., & Buendia, E. (2016). Who Is Behind the Nationalization of Mathematics Education? A Review of Math Education for America? Policy Networks, Big Business, and Pedagogy Wars.‏

Published
2022-06-15
How to Cite
Karama, M. (2022). Eliminating Gender Bias from Mathematics Textbooks in Palestinian Schools from Grades 1 to 12: A Proposed Mechanism from Gender-Specific toward Gender-Neutral Norms. International Journal of Research in Educational Sciences., 5(3), 215 - 230. Retrieved from http://www.iafh.net/index.php/IJRES/article/view/354
Section
Articles