A scoping review of research methodologies used on studies of gender and sexuality within mathematics education
A scoping review of research methodologies used on studies of gender and sexuality within mathematics education
Keywords:
Gênero e sexualidade., Metodologias de pesquisa., . Educação matemática.
Abstract
We conducted a review of empirical research published in academic journals that had studied gender and sexuality in mathematics education, with regards to the methodologies they used. Articles published between 2020 and 2024 and in the English, Portuguese, Spanish or French languages were searched in large databases, using a systematic approach. Rather than synthesizing the results of the studies, this review aimed focused on the methodologies used. Of the twenty-three studies raised by the search, four used quantitative methodologies. Methods used in quantitative studies included: discourse analysis, content analysis, interviews with drawings, analysis of interactions in videos, task analysis, interventional studies, interviews followed by data coding, focus groups, life stories, cross-case analysis, document analysis, longitudinal mixed methods and comparative methodologies. We paid particular attention to the movement of the field towards a discursive notion of gender and sexuality and the methodological challenges brought by this and other aspects of post-structural theorizations.
References
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ATAÍDE PINHEIRO, Weverton. Gender and sexuality in mathematics education: Queer high school students’ experiences in the United States. Boletim GEPEM, 83, p. 78-121, 2023.
BARBOSA, Gabriela; GIRALDO, Victor; DA COSTA NETO, Cleber Dias. Etnomatemática e pedagogia decolonial na licenciatura em matemática: uma experiência com estudantes LGBTQI+. Revista de Educação da Universidade Federal do Vale do São Francisco, 11, n. 24, p. 393-425, 2021.
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COPUR-GENCTURK, Yasemin; THACKER, Ian; QUINN, David. K-8 teachers’ overall and gender-specific beliefs about mathematical aptitude. International Journal of Science and Mathematics Education, 19, p. 1251-1269, 2021.
COX, Jennifer; ATAÍDE PINHEIRO, Weverton. Advancing equitable and responsible research involving gender and sexuality within mathematics education. The Educational Forum, p. 1-26, 2024.
DAMARIN, Suzanne; ERCHICK, Diana B. Research commentary: Toward clarifying the meanings of gender in mathematics education research. Journal for Research in Mathematics Education, 41, n. 4, p. 310-323, 2010.
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HSIEH, Ta-yang; SIMPKINS, Sandra D; ECCLES, Jacquelynne S. Gender by racial/ethnic intersectionality in the patterns of adolescents’ math motivation and their math achievement and engagement. Contemporary Educational Psychology, 66, p. 101974, 2021.
HYDE, Janet S.; FENNEMA, Elizabeth; LAMON, Susan J. Gender differences in mathematics performance: a meta-analysis. Psychological bulletin, 107, n. 2, p. 139-155, 1990.
JAO, Limin; HALL, Jennifer; DI PLACIDO, Cinzia. “If you’re a dude, you’re a chick, whatever the hell in between, you need to know about maths”: the Australian and Canadian general public’s views of gender and mathematics. Mathematics Education Research Journal, p. 1-27, 2023.
JAREMUS, Felicia. When girls do masculinity like boys do: establishing gender heteroglossia in school mathematics participation. Mathematics Education Research Journal, 33, n. 4, p. 713-731, 2021.
JAREMUS, Felicia; GORE, Jennifer; PRIETO-RODRIGUEZ, Elena; FRAY, Leanne. Girls are still being ‘counted out’: Teacher expectations of high-level mathematics students. Educational Studies in Mathematics, 105, p. 219-236, 2020.
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LATHER, Patricia. (Post)critical methodologies : the science possible after the critiques : the selected works of Patti Lather / Patricia Lather. London, England ; New York, New York : Routledge, 2017.
LATHER, Patti. Postbook: Working the Ruins of Feminist Ethnography. Signs, 27, n. 1, p. 199-227, 2001.
LATHER, Patti. Foucauldian Scientificity: Qualitative Methodology-21. Counterpoints, 345, p. 55-71, 2010.
LATHER, Patti. Methodology-21: what do we do in the afterward? International Journal of Qualitative Studies in Education, 26, n. 6, p. 634-645, 2013/07/01 2013.
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LEYVA, Luis A. Unpacking the male superiority myth and masculinization of mathematics at the intersections: A review of research on gender in mathematics education. Journal for Research in Mathematics Education, 48, n. 4, p. 397-433, 2017.
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MILLS, Sara; MULLANY, Louise. Language, gender and feminism: Theory, methodology and practice. Routledge, 2011.
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PRZYBYLA-KUCHEK, Julia. The possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom. Mathematics Education Research Journal, 33, n. 4, p. 689-711, 2021.
PRZYBYLA-KUCHEK, Julia; JACKSON, Brent; PIATEK-JIMENEZ, Katrina; HALL, Jennifer et al., 2022, Gender and sexuality working group: applying theory to data. International Group for the Psychology of Mathematics Education. 2185-2187.
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ATAÍDE PINHEIRO, Weverton. Gender and sexuality in mathematics education: Queer high school students’ experiences in the United States. Boletim GEPEM, 83, p. 78-121, 2023.
BARBOSA, Gabriela; GIRALDO, Victor; DA COSTA NETO, Cleber Dias. Etnomatemática e pedagogia decolonial na licenciatura em matemática: uma experiência com estudantes LGBTQI+. Revista de Educação da Universidade Federal do Vale do São Francisco, 11, n. 24, p. 393-425, 2021.
BECKER, Joanne Rossi; HALL, Jennifer. Research on gender and mathematics: exploring new and future directions. ZDM–Mathematics Education, 56, n. 1, p. 141-151, 2024.
BUTLER, Judith. Gender trouble: feminism and the subversion of identity. New York: Routledge, 1990.
BUTLER, Judith. Bodies that matter: on the discursive limits of sex. Routledge, 2011.
COPUR-GENCTURK, Yasemin; THACKER, Ian; QUINN, David. K-8 teachers’ overall and gender-specific beliefs about mathematical aptitude. International Journal of Science and Mathematics Education, 19, p. 1251-1269, 2021.
COX, Jennifer; ATAÍDE PINHEIRO, Weverton. Advancing equitable and responsible research involving gender and sexuality within mathematics education. The Educational Forum, p. 1-26, 2024.
DAMARIN, Suzanne; ERCHICK, Diana B. Research commentary: Toward clarifying the meanings of gender in mathematics education research. Journal for Research in Mathematics Education, 41, n. 4, p. 310-323, 2010.
DE SOUZA ORTOLAN, Lucas; POSSARI, Daniel Souza; GABRIEL PAES, Victor; DA CONCEIÇÃO GALEGO, Luís Gustavo et al. O Uso de Expressões Pejorativas em Relação a Gênero e Sexualidade na Perspectiva de Futuros Professores. Revista FSA, 17, n. 8, 2020.
DERRIDA, Jacques. Of grammatology. Johns Hopkins University Press, 1974.
DILLEY, Patrick. Queer theory: under construction. International Journal of Qualitative Studies in Education, 12, n. 5, p. 457-472, 1999.
DUBBS, Christopher. A Queer Turn in Mathematics Education Research: Centering the Experience of Marginalized Queer Students. In: Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (Ed.). Proceedings of the 38th annual meeting of the
North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: The University of Arizona, 2016. p. 1041-1048.
ESMONDE, Indigo. Snips and snails and puppy dogs'tails: genderism and mathematics education. For the Learning of Mathematics, 31, n. 2, p. 27-31, 2011.
FENNEMA, Elizabeth. Mathematics learning and the sexes: A review. Journal for research in Mathematics Education, 5, n. 3, p. 126-139, 1974.
FENNEMA, Elizabeth; SHERMAN, Julia A. Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for research in Mathematics Education, 7, n. 5, p. 324-326, 1976.
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GJØVIK, Øistein; KASPERSEN, Eivind; FARSANI, Danyal. Stereotypical images of male and female mathematics teachers. Research in Mathematics Education, p. 1-16, 2022.
GOLDBERG, Elizabeth R; DARWIN, Taylor Kirkpatrick; ESQUIBEL, Jesus S; NOBLE, Samanthia et al. Contemporary debates on equity in STEM education: Takeaways from a doctoral seminar in Equity in STEM Education. Journal of Research in Science, Mathematics and Technology Education, 6, p. 69-89, 2023.
GUICHOT-REINA, Virginia; DE LA TORRE-SIERRA, Ana María. The Representation of Gender Stereotypes in Spanish Mathematics Textbooks for Elementary Education. Sexuality & Culture, p. 1-23, 2023.
GUSE, Hygor Batista; WAISE, Tadeu Silveira; DA CONCEIÇÃO ESQUINCALHA, Agnaldo. O que pensam licenciandos (as) em matemática sobre sua formação para lidar com a diversidade sexual e de gênero em sala de aula? Revista Baiana de Educação Matemática, 1, p. e202012-e202012, 2020.
GUTIÉRREZ, Rochelle. A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39, n. 4, p. 357–364, 2008.
HALL, Jennifer; NORÉN, Eva. Innovations in “gender issues” research in mathematics education. Mathematics Education Research Journal, 33, n. 4, p. 787-791, 2021.
HALL, Jennifer; ROBINSON, Travis. Death by a thousand papercuts: Gender issues in university mathematics. Redress, 29, n. 2, p. 39-44, 2020.
HEMMINGS, Clare. Why stories matter: The political grammar of feminist theory. Duke University Press, 2011. 0822349167.
HSIEH, Ta-yang; SIMPKINS, Sandra D; ECCLES, Jacquelynne S. Gender by racial/ethnic intersectionality in the patterns of adolescents’ math motivation and their math achievement and engagement. Contemporary Educational Psychology, 66, p. 101974, 2021.
HYDE, Janet S.; FENNEMA, Elizabeth; LAMON, Susan J. Gender differences in mathematics performance: a meta-analysis. Psychological bulletin, 107, n. 2, p. 139-155, 1990.
JAO, Limin; HALL, Jennifer; DI PLACIDO, Cinzia. “If you’re a dude, you’re a chick, whatever the hell in between, you need to know about maths”: the Australian and Canadian general public’s views of gender and mathematics. Mathematics Education Research Journal, p. 1-27, 2023.
JAREMUS, Felicia. When girls do masculinity like boys do: establishing gender heteroglossia in school mathematics participation. Mathematics Education Research Journal, 33, n. 4, p. 713-731, 2021.
JAREMUS, Felicia; GORE, Jennifer; PRIETO-RODRIGUEZ, Elena; FRAY, Leanne. Girls are still being ‘counted out’: Teacher expectations of high-level mathematics students. Educational Studies in Mathematics, 105, p. 219-236, 2020.
KERSEY, Elizabeth; VOIGT, Matthew. Finding community and overcoming barriers: experiences of queer and transgender postsecondary students in mathematics and other STEM fields. Mathematics Education Research Journal, 33, n. 4, p. 733-756, 2021.
KOLOVOU, Maria; RAN, Hua; SECADA, Walter. CGI teachers’ patterns of interacting with male and female students during their first and second years of practice. International Journal of Science and Mathematics Education, 21, n. 5, p. 1451-1472, 2023.
LAFAY, Anne. Représentations de genre dans un manuel scolaire de mathématiques de première année du primaire au Québec. Canadian Journal of Education, 45, n. 3, p. 769-786, 2022
LATHER, P. Fertile obsession: validity after poststructuralism. Sociological Quarterly, 34, n. 4, p. 673-693, Nov 1993. Review.
LATHER, P. (Post)feminist methodology - Getting lost, OR a scientificity we can bear to learn from. Qualitative Inquiry and the Politics of Evidence, p. 182-194, 2008. Proceedings Paper.
LATHER, P. Top Ten+ List: (Re)Thinking Ontology in (Post)Qualitative Research. Cultural Studies ↔ Critical Methodologies, 16, n. 2, p. 125-131, Apr 2016. Article.
LATHER, Patricia. (Post)critical methodologies : the science possible after the critiques : the selected works of Patti Lather / Patricia Lather. London, England ; New York, New York : Routledge, 2017.
LATHER, Patti. Postbook: Working the Ruins of Feminist Ethnography. Signs, 27, n. 1, p. 199-227, 2001.
LATHER, Patti. Foucauldian Scientificity: Qualitative Methodology-21. Counterpoints, 345, p. 55-71, 2010.
LATHER, Patti. Methodology-21: what do we do in the afterward? International Journal of Qualitative Studies in Education, 26, n. 6, p. 634-645, 2013/07/01 2013.
LATHER, Patti; ST. PIERRE, Elizabeth A. Post-qualitative research. International Journal of Qualitative Studies in Education, 26, n. 6, p. 629-633, 2013/07/01 2013.
LAZAR, Michelle M. Feminist critical discourse analysis: Articulating a feminist discourse praxis. Critical discourse studies, 4, n. 2, p. 141-164, 2007
LEYVA, Luis A. Black women’s counter-stories of resilience and within-group tensions in the white, patriarchal space of mathematics education. Journal for Research in Mathematics Education, 52, n. 2, p. 117-151, 2021.
LEYVA, Luis A. Unpacking the male superiority myth and masculinization of mathematics at the intersections: A review of research on gender in mathematics education. Journal for Research in Mathematics Education, 48, n. 4, p. 397-433, 2017.
LINDBERG, Sara M; HYDE, Janet Shibley; PETERSEN, Jennifer L; LINN, Marcia C. New trends in gender and mathematics performance: a meta-analysis. Psychological bulletin, 136, n. 6, p. 1123, 2010.
LUBIENSKI, Sarah; GANLEY, Colleen M. Research on gender and mathematics. In: Cai, J. (Ed.). Compendium for research in mathematics education. Reston, VA: National Council of Teachers of Mathematis, 2017. p. 649–666.
LUBIENSKI, Sarah; PINHEIRO, Weverton Ataide. Gender and Mathematics: what can other disciplines tell us? What is our role? Journal of Urban Mathematics Education, 13, n. 1, p. 1–14-11–14, 2020.
MARTINS, Igor Micheletto; GONÇALVES, Harryson Júnio Lessa; DIAS, Ana Lúcia Braz. Para além das aparências: as configurações de gênero e sexualidade em um currículo de formação inicial de professores/as de matemática. Revista Enfoques Educacionales, 18, p. 123-143, 2021.
MILLS, Sara; MULLANY, Louise. Language, gender and feminism: Theory, methodology and practice. Routledge, 2011.
NETO, Vanessa; ATAÍDE PINHEIRO, Weverton. The problematic issue of gender in mathematics textbooks: a comparative analysis between Brazil and the USA. Revista de Investigação e Divulgação em Educação Matemática, 5, n. 1, p. 1-20, 2021.
NETO, Vanessa; BORGES, Luiza; ALVES, Thays. Redes produtivas de saber/poder: gênero e matemática sobre análise de estudantes. Revista Internacional de Pesquisa em Educação Matemática, 11, n. 3, p. 173-188, 2021
NGUYEN, Ursula; RUSSO‐TAIT, Tatiane; RIEGLE‐CRUMB, Catherine; DOERR, Katherine. Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations. Science education, 106, n. 6, p. 1442-1468, 2022.
NOPRIANA, Tri; HERMAN, Tatang; MARTADIPUTRA, Bambang Avip Priatna. Prospective mathematics teachers’ Van Hiele’s geometry thinking and habits of mind: A description of hard skill and soft skill by gender. International Journal of Mathematics and Mathematics Education, 1, n. 1, p. 51-60, 2023.
PASCALE, Celine-Marie. Philosophical roots of research methodologies. In: Cartographies of knowledge: exploring qualitative epistemologies: Sage, 2010. p. 13-38.
PRZYBYLA-KUCHEK, Julia. The possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom. Mathematics Education Research Journal, 33, n. 4, p. 689-711, 2021.
PRZYBYLA-KUCHEK, Julia; JACKSON, Brent; PIATEK-JIMENEZ, Katrina; HALL, Jennifer et al., 2022, Gender and sexuality working group: applying theory to data. International Group for the Psychology of Mathematics Education. 2185-2187.
RUBEL, Laurie H; AYALON, Michal; SHAHBARI, Juhaina A. Sequencing & selecting solutions in a gendered world. Mathematical Thinking and Learning, p. 1-23, 2022.
SCHMIDT, Sandra J. Queering social studies: The role of social studies in normalizing citizens and sexuality in the common good. Theory & Research in Social Education, 38, n. 3, p. 314-335, 2010.
SHARMA, Shilpa. Challenges faced by the LGBTQ community- A comparative study between India and Australia. Turkish Journal of Computer and Mathematics Education, 12, n. 4, p. 1105-1109, 2021
SHLASKO, G. Davey. Queer (v.) pedagogy. Equity & Excellence in Education, 38, n. 2, p. 123-134, 2005.
SOARES, Andressa; CURY, Alessandro; DOS SANTOS, Bruno; SANGIOGO, Fábio André. Diversidade em pauta em uma intervenção didática na formação de professores de Ciências e Matemática. REnCiMa. Revista de Ensino de Ciéncias e Matemática, 14, n. 1, p. 1-23, 2023.
ST. PIERRE, Elizabeth Adams. Post qualitative inquiry, the refusal of method, and the risk of the new. Qualitative Inquiry, p. 1077800419863005, 2019.
ST. PIERRE, Elizabeth A. Post Qualitative Inquiry in an Ontology of Immanence. Qualitative Inquiry, 0, n. 0, p. 1077800418772634, 2018.
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Published
2024-11-05
How to Cite
DIAS, A.; ATAIDE PINHEIRO, W. A scoping review of research methodologies used on studies of gender and sexuality within mathematics education. Perspectivas da Educação Matemática, v. 17, n. 47, p. 1 -27, 5 Nov. 2024.
Issue
Section
Debates contemporâneos sobre Gêneros (e/,) Sexualidades e Educação Matemática
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