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DOI

10.14221/ajte.2014v39n9.3

Abstract

Pedestrians were stopped in the street and asked about their views on the teaching and learning of mathematics and English for boys and girls. Many commented on the importance of teachers for both subject areas; some respondents self-identified as teachers. In this article we present findings on the gendering of mathematics and English and the impact that teachers can have on learning outcomes in these disciplines. The data reveal that mathematics is endorsed by many as a male domain and English as a female domain, and that teachers play an influential part in the learning outcomes – achievement, future participation, and attitudes – in both disciplines.

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Link to publisher version (DOI)

10.14221/ajte.2014v39n9.3