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• W1569204031 abstract "This study explores the ways in which Grade 11 girls from an independent, predominantly middle to upper middle-class Catholic school construct their relationship to Mathematics. The study illustrates how doing Mathematics is doing gender and sexuality and furthermore how the association with Mathematics underpins identity work as the category “girl” is lived out amongst sixteen and seventeen year old white and Indian South Africa girls. The girls in this study associate with two kinds of Mathematics, that of Core Mathematics and Mathematical Literacy and it is argued that they relate to Mathematics in terms of the hierarchies and power vested in each. By drawing upon the stories of the girls in these two different learning areas of Mathematics the study shows how they actively negotiate, use and strategise around Mathematics. The girls who take Core Mathematics as a subject use the masculine power of Mathematics as proof of real intelligence to inscribe and claim power over other girls and boys. On the other hand, although girls who take Mathematical Literacy as a subject, rejected Core Mathematics and showed enjoyment of Mathematical Literacy, insert themselves in a subordinate way to the Core Mathematics girls. Further to this, the study shows how girls construct their sexuality in relation to Mathematics where Mathematics and its association with economic and social capital is also perceived as sexual capital. What this study shows is that when each of the girls in this study relates to Mathematics, she does not relate to the learning area of Core Mathematics or Mathematical Literacy alone, but her relationship to Mathematics is embedded with social processes including sexuality, gender, race, class and age and these are actively acted upon. South Africa has made it a priority to focus on improving the participation and performance of the majority of learners, particularly girl learners, in the areas of Mathematics and Science. The White Paper on Education calls for “an appropriate Mathematics, Science and Technology education essential to stem the waste of talent and make up the chronic national deficit in these fields of learning which are crucial to human understanding and to economic development” (Department of Education, 1995, p. 26). Assuming that Core Mathematics and Mathematical Literacy can provide girls with equal chances to succeed is, as this study shows, simplistic." @default.
• W1569204031 created "2016-06-24" @default.
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• W1569204031 date "2007-01-01" @default.
• W1569204031 modified "2023-09-27" @default.
• W1569204031 title "An exploration of the ways in which secondary school girls construct their relationship with mathematics and mathematical literacy." @default.
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