scholarly journals Analysis of Gender Fairness of Primary School Mathematics Textbooks in Turkey

2021 ◽  
Vol 8 (4) ◽  
pp. 78-95
Author(s):  
Özge NURLU
Keyword(s):  
Primary School ◽  
Gender Stereotypes ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Chi Square ◽  
National Education ◽  
Parental Roles ◽  
Primary School Mathematics ◽  
School Year ◽  
Chi Square Test

This study aimed to analyse whether primary school mathematics textbooks in Turkey (grades 1 to 4) are fair concerning gender. The study analysed four mathematics textbooks approved by the Ministry of National Education and published for use in the 2019-2020 school year. These books were examined in terms of the ratio of the appearances of women and men, the activities performed by each gender, the professional and family roles assigned to these individuals, and who (children/adults) and where (outdoors/indoors) people were. In addition, famous people and characters mentioned in the books were investigated regarding their genders. Fistly, content analysis was used to determine the frequencies of the categorises; then a chi-square test was performed to determined whether there are significant differences in these categories regarding genders. The findings reveal some evidence of equality, including a balanced proportion of females/males appearing, and the presentation of girls and boys in all categories. However, gender inequality is still persistent in terms of the adults’ activities, occupational and parental roles, locations in which they are presented and people with whom they are shown. The results show that the textbooks contribute to the reproduction of gender stereotypes by presenting images of adults shaped by a sexist view.

scholarly journals Propostas de Atividades com Tabelas em Livros Didáticos de Matemática dos Anos Iniciais do Ensino Fundamental do Brasil e do Quebec

2021 ◽  
Vol 14 (1) ◽  
pp. 14-25
Author(s):  
Maria Betania Evangelista da Silva ◽  
Gilda Guimarães ◽  
Izabella Oliveira
Keyword(s):  
Primary School ◽  
Real Data ◽  
Recent Change ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Primary School Mathematics ◽  
Object Of Study ◽  
Rectangular Configuration ◽  
Double Entry ◽  
Variable Representation

ResumoO livro didático é uma das principais fontes de consulta dos professores no ensino de estatística. Esse artigo analisa atividades envolvendo tabelas apresentadas nos livros didáticos de Matemática, dos anos iniciais do Ensino Fundamental do Brasil e do Quebec/CA. Nossas análises se fundamentaram em seis categorias: tipo de representação (quadro, banco de dados ou tabela); função da tabela; habilidade explorada; tipo de tabela (simples ou dupla entrada); tipo de variável; representação dos elementos fundamentais da tabela. Os resultados revelam que, em todos os anos de escolarização, podemos encontrar os três tipos de representação, sendo a maior frequência de tabelas em ambos os lugares de publicação. Além disso, a maioria delas é utilizada como objeto de estudo, indicando uma mudança recente de foco nos livros brasileiros, que priorizavam atividades na quais as tabelas eram pretexto para outros conceitos serem abordados. Observamos, entretanto, uma ênfase em interpretar e completar tabelas já estruturadas. Infelizmente, muitas tabelas não apresentam a fonte, principalmente nos livros do Quebec. A ausência de contextos reais e significativos não contribui efetivamente para a aprendizagem Estatística pelos alunos. Palavras-chave: Livros Didáticos. Ensino de Estatística. Tabelas. Anos Iniciais AbstractTextbooks are one of the main sources of consultation for teaching statistics. This article analyzes activities involving tables presented in Primary School Mathematics textbooks from Brazil and from Quebec - CA. Our analysis were based on six categories: type of representation (rectangular configuration, database or table); table function; explored skill; table type (single or double entry); type of variable; representation of the fundamental elements of the table. The results show that in all years of schooling we can find the three types of representation, with the highest frequency of tables in both places of publication. Most of them are used as an object of study, indicating a recent change of focus in Brazilian books that prioritized activities in which tables were a pretext for other concepts to be addressed. However, we still observe an emphasis on interpreting and completing tables already structured. Unfortunately, many tables do not present their source, especially in Quebec textbooks. The absence of real data and significant contexts effectively does not contribute to the students' significant learning of Statistics. Keyword: Textbook. Teaching of Statistics. Tables. Primary School

scholarly journals Primary school mathematics during Covid-19: No evidence of learning gaps in adaptive practicing results

2021 ◽  
Author(s):  
Martijn Meeter
Keyword(s):  
The Netherlands ◽  
Primary School ◽  
Primary Schools ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
School Closures ◽  
Disadvantaged Populations ◽  
Primary School Mathematics ◽  
School Year

During the spring of 2020, the Covid-19 pandemic induced many governments to close schools for many months. In the Netherlands, primary schools were closed during a lockdown lasting from March until June. While education was continued online, evidence so far suggests that learning has suffered from the lockdown. Here, we report results from Dutch primary schools that relied on adaptive practicing software for teaching mathematics. The software, installed on tablets that could be taken home by the pupils, continued to be used during school closures. Performance was tracked throughout the lockdown for 53,656 pupils in grades 2 through 6 from 810 schools, and compared to performance of similar pupils in the preceding year. While performance up to the lockdown was similar for school year 2019-20, during the lockdown learning was faster that it had been in 2018-19, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. Pupils ended the year with a higher proficiency score than was reached in earlier years. This was the case for all grades but more so for lower grades, for strong and weak students but more so for weak students, and less so for students in schools with disadvantaged populations than in schools with non-disadvantaged populations.

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