Gendered? Gender-neutral? Views of gender and mathematics held by the Canadian general public

Abstract

By investigating the general public’s views, we can better understand the cultural milieu in which mathematics teaching and learning take place. In this study, part of an international research project, I investigated the Canadian general public’s views of gender and mathematics. Using a brief survey, people on the street and in public spaces in four demographically diverse locations in the Canadian province of Ontario were asked their views on the topic. The findings suggest reasons to be both cautiously optimistic and concerned. While the most common response to the questions examined typically was to see no gender difference, more participants held a gendered view (typically privileging boys) than a gender-neutral view. Interestingly, no age group-related differences occurred in response patterns, but gender-related differences in response patterns were evident.