Abstract
Over the past three decades, teachers, researchers and policy makers have become increasingly aware of differences in the participation and achievement of girls and boys in school mathematics and science. Significant amounts of research have focussed on this issue, and associated initiatives have been developed, usually with the explicit aim of increasing the participation of girls in these subjects. This work has contributed to our understanding of the area and has affected the educational and career opportunities of some girls. However, we believe that the scope and extent of these changes have been circumscribed by a limited conceptualisation of gender.
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Johnston, J., Dunne, M. (1996). Revealing Assumptions: Problematising Research on Gender and Mathematics and Science Education. In: Parker, L.H., Rennie, L.J., Fraser, B.J. (eds) Gender, Science and Mathematics. Science & Technology Education Library, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0143-1_5
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DOI: https://doi.org/10.1007/978-94-011-0143-1_5
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