WHICH MESSAGES DOES A SERIES OF MATHEMATICS EXERCISES GIVE ABOUT GENDER ROLES?
DOI:
https://doi.org/10.22481/rbba.v10i01.8192Keywords:
Teacher training, Social role, Feminism, MathematicsAbstract
This work identifies the messages related to gender roles that emerge from a series of mathematics exercises about counting strategies that was prepared for mathematics teacher training. From the perspective of teaching mathematics for social justice, the wording of the problems is analyzed, focusing on the gender roles that emerge from them. The conclusions indicate that the wording of the mathematical problems reinforce traditionally established gender roles, and give an invisible message that institutes and reinforces those gender roles. At the same time, trainers are alerted to pay attention when selecting the math activities offered to future math teachers.
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