Examining Gender Stereotypes Regarding Social Roles and Mathematical Ability in Mathematics Textbooks

Semahat İncikabı; Nagehan Haliloğlu

Article Details

Examining Gender Stereotypes Regarding Social Roles and Mathematical Ability in Mathematics Textbooks

Authors:

Semahat İncikabı | Nagehan Haliloğlu

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Alan Eğitimleri

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.880-911

Document Type:

Article

Publication Date:

8/2023

Document Language:

Turkish

Document ID (Org No.):

2001297709

pISSN:

2147-1037

Keywords:

Abstract:

 It is important for gender equality in education to include balanced gender representations in the textbooks and to be prepared by paying attention to the existing sexist stereotypes regarding both social roles and mathematics. This study aimed to examine how gender factors are handled in primary school mathematics textbooks and gender stereotypes about mathematics are included. This research, which has a qualitative nature, was carried out with the document analysis method. The data source of the study consists of current primary school mathematics textbooks prepared by the Ministry of National Education. 701 content, including visual, written and both, in the textbooks were evaluated in terms of gender biases. The contents were analyzed in the context of gender dominance, gender perceptions, and gender emphasis on being able to do math. According to the research findings, the rate of male-dominant content in all textbooks except the fourth grade is higher than the rate of female-dominated content. On the other hand, neutral situations in which neither gender is dominant were found at a lower rate compared to the other two conditions. However, when the social roles of male and female genders in primary school mathematics textbooks are examined, it is seen that the roles given to men are more diverse and common than the roles given to women. In addition, the ability to do mathematics and gender associations in textbooks is generally in the opposite direction of the stereotype that girls cannot do mathematics. Findings were discussed in line with the relevant literature and suggestions were provided.

 It is important for gender equality in education to include balanced gender representations in the textbooks and to be prepared by paying attention to the existing sexist stereotypes regarding both social roles and mathematics. This study aimed to examine how gender factors are handled in primary school mathematics textbooks and gender stereotypes about mathematics are included. This research, which has a qualitative nature, was carried out with the document analysis method. The data source of the study consists of current primary school mathematics textbooks prepared by the Ministry of National Education. 701 content, including visual, written and both, in the textbooks were evaluated in terms of gender biases. The contents were analyzed in the context of gender dominance, gender perceptions, and gender emphasis on being able to do math. According to the research findings, the rate of male-dominant content in all textbooks except the fourth grade is higher than the rate of female-dominated content. On the other hand, neutral situations in which neither gender is dominant were found at a lower rate compared to the other two conditions. However, when the social roles of male and female genders in primary school mathematics textbooks are examined, it is seen that the roles given to men are more diverse and common than the roles given to women. In addition, the ability to do mathematics and gender associations in textbooks is generally in the opposite direction of the stereotype that girls cannot do mathematics. Findings were discussed in line with the relevant literature and suggestions were provided.

 It is important for gender equality in education to include balanced gender representations in the textbooks and to be prepared by paying attention to the existing sexist stereotypes regarding both social roles and mathematics. This study aimed to examine how gender factors are handled in primary school mathematics textbooks and gender stereotypes about mathematics are included. This research, which has a qualitative nature, was carried out with the document analysis method. The data source of the study consists of current primary school mathematics textbooks prepared by the Ministry of National Education. 701 content, including visual, written and both, in the textbooks were evaluated in terms of gender biases. The contents were analyzed in the context of gender dominance, gender perceptions, and gender emphasis on being able to do math. According to the research findings, the rate of male-dominant content in all textbooks except the fourth grade is higher than the rate of female-dominated content. On the other hand, neutral situations in which neither gender is dominant were found at a lower rate compared to the other two conditions. However, when the social roles of male and female genders in primary school mathematics textbooks are examined, it is seen that the roles given to men are more diverse and common than the roles given to women. In addition, the ability to do mathematics and gender associations in textbooks is generally in the opposite direction of the stereotype that girls cannot do mathematics. Findings were discussed in line with the relevant literature and suggestions were provided.

 Ders kitaplarında dengeli cinsiyet temsillerine yer verilmesi ve hem toplumsal roller hem de matematik ile ilgili var olan cinsiyetçi basmakalıplara dikkat edilerek hazırlanması, eğitimde cinsiyet eşitliği konusunda önem arz etmektedir. Bu çalışma, ilkokul matematik ders kitaplarındaki cinsiyet faktörlerinin nasıl ele alındığı ve matematikle ilgili cinsiyetçi basmakalıp inançlara yer verilme durumunu incelemeyi amaçlamıştır. Nitel bir doğaya sahip olan bu araştırma doküman analizi yöntemi ile yürütülmüştür. Çalışmanın veri kaynağını Milli Eğitim Bakanlığı tarafından hazırlanan güncel ilkokul matematik ders kitapları oluşturmaktadır. Ders kitaplarında bulunan görsel, yazılı ve ikisinin bir arada bulunduğu 701 içerik cinsiyet önyargıları açısından değerlendirilmiştir. İçerikler cinsiyet baskınlığı, toplumsal cinsiyet algıları ve cinsiyetlere ait matematik yapabilme vurguları bağlamında analiz edilmiştir. Araştırma bulgularına göre dördüncü sınıf hariç tüm ders kitaplarındaki erkek baskın içeriklerin oranı, kadın baskın içeriklerin oranından daha fazladır. Buna karşın herhangi bir cinsiyetin baskın olmadığı nötr durumlara, diğer iki duruma kıyasla daha düşük oranda rastlanmıştır. Bununla birlikte ilkokul matematik ders kitaplarındaki kadın ve erkek cinsiyetlerine ilişkin toplumsal roller incelendiğinde, erkeklere verilen rollerin kadınlara verilen rollere göre daha çeşitli ve sık rastlanır olduğu görülmüştür. Ayrıca ders kitaplarında matematik yapabilme ve cinsiyet ilişkilendirmeleri genellikle kızlar matematik yapamaz basmakalıbının tersi yönünde gerçekleşmiştir. Bulgular ilgili alan yazın doğrultusunda tartışılmış ve önerilen sağlanmıştır.

Article Details

Examining Gender Stereotypes Regarding Social Roles and Mathematical Ability in Mathematics Textbooks

Authors:

Semahat İncikabı | Nagehan Haliloğlu

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Alan Eğitimleri

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.880-911

Document Type:

Article

Publication Date:

8/2023

Document Language:

Turkish

Document ID (Org No.):

2001297709

pISSN:

2147-1037

Gender Stereotypes

Mathematics Textbooks

Social Roles

Mathematical AbilityCinsiyet Basmakalıpları

Matematik Ders Kitapları

Sosyal Roller

Matematik Becerileri

Issues

Article Details

Authors: Semahat İncikabı | Nagehan Haliloğlu

Publisher: Kirsehir Ahi Evran University

Main Topics: Alan Eğitimleri

Journal: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.880-911

Document Type: Article

Publication Date: 8/2023

Document Language: Turkish

Document ID (Org No.): 2001297709

pISSN: 2147-1037

Issues

Authors:

Semahat İncikabı | Nagehan Haliloğlu

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Alan Eğitimleri

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.880-911

Document Type:

Article

Publication Date:

8/2023

Document Language:

Turkish

Document ID (Org No.):

2001297709

pISSN:

2147-1037