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Matematik Ders Kitaplarında Toplumsal Rollere ve Matematik Yapmaya Ait Cinsiyet Basmakalıplarının İncelenmesi

Year 2023, Volume: 24 Issue: 2, 880 - 911, 31.08.2023

Abstract

Ders kitaplarında dengeli cinsiyet temsillerine yer verilmesi ve hem toplumsal roller hem de matematik ile ilgili var olan cinsiyetçi basmakalıplara dikkat edilerek hazırlanması, eğitimde cinsiyet eşitliği konusunda önem arz etmektedir. Bu çalışma, ilkokul matematik ders kitaplarındaki cinsiyet faktörlerinin nasıl ele alındığı ve matematikle ilgili cinsiyetçi basmakalıp inançlara yer verilme durumunu incelemeyi amaçlamıştır. Nitel bir doğaya sahip olan bu araştırma doküman analizi yöntemi ile yürütülmüştür. Çalışmanın veri kaynağını Milli Eğitim Bakanlığı tarafından hazırlanan güncel ilkokul matematik ders kitapları oluşturmaktadır. Ders kitaplarında bulunan görsel, yazılı ve ikisinin bir arada bulunduğu 701 içerik cinsiyet önyargıları açısından değerlendirilmiştir. İçerikler cinsiyet baskınlığı, toplumsal cinsiyet algıları ve cinsiyetlere ait matematik yapabilme vurguları bağlamında analiz edilmiştir. Araştırma bulgularına göre dördüncü sınıf hariç tüm ders kitaplarındaki erkek baskın içeriklerin oranı, kadın baskın içeriklerin oranından daha fazladır. Buna karşın herhangi bir cinsiyetin baskın olmadığı nötr durumlara, diğer iki duruma kıyasla daha düşük oranda rastlanmıştır. Bununla birlikte ilkokul matematik ders kitaplarındaki kadın ve erkek cinsiyetlerine ilişkin toplumsal roller incelendiğinde, erkeklere verilen rollerin kadınlara verilen rollere göre daha çeşitli ve sık rastlanır olduğu görülmüştür. Ayrıca ders kitaplarında matematik yapabilme ve cinsiyet ilişkilendirmeleri genellikle “kızlar matematik yapamaz” basmakalıbının tersi yönünde gerçekleşmiştir. Bulgular ilgili alan yazın doğrultusunda tartışılmış ve önerilen sağlanmıştır.

References

  • Altun, M., Arslan, Ç. & Yazgan, Y. (2004). Lise matematik ders kitaplarının kullanım şekli ve sıklığı üzerine bir çalışma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 131-147.
  • Appel, M., Kronberger, N. & Aronson, J. (2011). Stereotype threat impairs ability building: Effects on test preparation among. European Journal of Social Psychology, 41(7), 904-913. https://doi.org/10.1002/ejsp.835
  • Beilock, S. L., Gunderson, E. A., Ramirez, G. & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
  • Blumberg, R. L. (2007). Gender bias in textbooks: A hidden obstacle on the road to gender. Paris: UNESCO.
  • Blumberg, R. L. (2008). The invisible obstacle to educational equality: Gender bias in textbooks. Prospects, 38(3), 345-361. https://doi.org/10.1007/s11125-009-9086-1
  • Caner, A., Güven, C., Ökten, Ç. & Sakallı Orcan, S. (2016). Gender roles and the education gender gap in Turkey. Social Indicators Research, 129(3), 1231-1254. https://doi.org/10.1007/s11205-015-1163-7
  • Casad, B. J., Hale, P. & Wachs, F. L. (2015). Parent-child math anxiety and math-gender stereotypes predict adolescents' Math Education Outcomes. Frontiers in Psychology, 6, 1597. https://doi.org/10.3389/fpsyg.2015.01597
  • Chen, P. & Chen, W. (2002). Separated by one layer of paper. Chinese Education & Society, 35(5), 23-33. doi:10.2753/CED1061-1932350523
  • Cvencek, D., Kapur, M. & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1-10. https://doi.org/10.1016/j.learninstruc.2015.04.002
  • Çelik, T. , Aydoğan Yenmez, A. & Gökçe, S. (2019). Ortaokul matematik ders kitaplarindaki dilsel ve görsel metinlerin toplumsal cinsiyet rollerine göre incelenmesi. Ondokuz Mayis University Journal of Education Faculty, 38(2), 206-224. https://doi.org/10.7822/omuefd.593411
  • Çepni, S. (2007). Araştırma ve proje çalişmalarina giriş (3. b.). Trabzon: Celepler Matbaacılık.
  • Dele-Ajayi, O., Bradnum, J., Prickett, T., Strachan, R., Alufa, F. & Ayodele, V. (2020, Ekim). Tackling gender stereotypes in STEM educational resources. 2020 IEEE Frontiers in Education Conference, 1-7. https://doi.org/10.1109/FIE44824.2020.9274158
  • Davarcı, Y. & Zengin, Z. S. (2021). Din dersi ders kitapları görsellerinde toplumsal cinsiyet üzerine bir analiz. Türkiye Din Eğitimi Araştırmaları Dergisi, 12, 283-300. https://doi.org/10.53112/tudear.981599
  • Eccles, J. (2011). Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. International Journal of Behavioral Development, 35(3), 195-201. https://doi.org/10.1177/0165025411398185
  • Good, C., Rattan, A. & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700. https://doi.org/10.1037/a0026659
  • Hartman, P. L. & Judd, E. L. (1978). Sexism and TESOL materials. TESOL Quarterly, 12(4), 383–393.
  • İncikabı, L. & Ulusoy, F. (2019). Gender bias and stereotypes in Australian, Singaporean and Turkish mathematics textbooks. Turkish Journal of Education, 8(4), 298-317. https://doi.org/10.19128/turje.581802
  • Jassey, I. A. (1997). Gender representation in Japanese elementary school textbooks. Teachers College, Columbia University.
  • Korkmaz, E., Tutak, T. & İlhan, A. (2020). Ortaokul matematik ders kitaplarinin matematik öğretmenleri tarafindan değerlendirilmesi. Avrupa Bilim ve Teknoloji Dergisi, 18, 118-128. https://doi.org/10.31590/ejosat.667689
  • Leach, F. E. (2003). Practising gender analysis in education. Oxfam.
  • Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Miroiu, M. (2004). All in one: Fairness, neutrality and conservatism– A case study of Romania. Prospects, 34(1), 85-100.
  • Murray, C., Anderson, Y., Simms, C. H. & Seery, M. K. (2022). Representations of women and men in popular chemistry textbooks in the United Kingdom and Republic of Ireland. Chemistry Education Research and Practice, 23, 373-384. https://doi.org/10.1039/D1RP00187F
  • Nurlu, Ö. (2021). Analysis of gender fairness of primary school mathematics textbooks in Turkey. International Journal of Psychology and Educational Studies, 8(4), 78-95.
  • Porreca, K. L. (1984). Sexism in current ESL textbooks. TESOL Quarterly, 18(4), 705-724.
  • Sami, A. (1985). Sex Division of labour in Syrian school textbooks. International Review of Education, 31(1), 335-348. https://doi.org/10.1007/BF02262586
  • Satılmış, S. (2019). 5. sınıf Türkçe ders kitabinin toplumsal cinsiyet açisindan incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 20, 1249-1262. https://doi.org/10.38015/sbyy.931674
  • Schmader, T., Johns, M. & Barquissau, M. (2004). The costs of accepting gender differences: The role of stereotype endorsement in women's experience in the math domain. Sex roles, 50(11), 835-850. https://doi.org/10.1023/B:SERS.0000029101.74557.a0
  • Song, J., Zuo, B., Wen, F. & Yan, L. (2017). Math-gender Stereotypes and career intentions: An application of expectancy–value theory. British Journal of Guidance & Counselling, 45(3), 328-340. https://doi.org/10.1080/03069885.2017.1283680
  • Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype Threat and women’s math performance. Journal of Experimental Social Psychology, 35(1), 4-28.
  • Starr, C. R. & Simpinks, S. D. (2021). High school students’ math and science gender stereotypes: Relations with their STEM outcomes and socializers’ stereotypes. Social Psychology of Education, 24(1), 273-298. https://doi.org/10.1007/s11218-021-09611-4
  • Takaoğlu, Z. B. (2021). Fizik ders kitaplarinda yer alan resimlerin toplumsal cinsiyet rolleri açisindan incelenmesi. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, 46, 355-378. https://doi.org/10.21497/sefad.1032008
  • Tang, H., Chen, B. & Zhang, W. (2010). Gender issues in mathematical. Journal of Mathematics Education, 3(2), 106-114.
  • Tutak, T. & Güder, Y. (2012). İlköğretim 5. sınıf öğretmenlerinin matematik ders kitabi hakkindaki görüş ve düşünceleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 16-28.
  • Tyarakanita, A., Drajati, N. A. & Rochsantiningsih, D. (2021). The representation of gender stereotypes in Indonesian. Sexuality & Culture, 25(3), 1140-1157. https://doi.org/10.1007/s12119-021-09813-0
  • Wu, Y., Widjaja, W. & Li, J. (2016). Gender issues in elementary mathematics teaching materials. In Liyanake, & B. Nima (Eds.), Multidisciplinary Research Perspectives in Education (s. 149-160). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6300-615-6_18

Examining Gender Stereotypes Regarding Social Roles and Mathematical Ability in Mathematics Textbooks

Year 2023, Volume: 24 Issue: 2, 880 - 911, 31.08.2023

Abstract

It is important for gender equality in education to include balanced gender representations in the textbooks and to be prepared by paying attention to the existing sexist stereotypes regarding both social roles and mathematics. This study aimed to examine how gender factors are handled in primary school mathematics textbooks and gender stereotypes about mathematics are included. This research, which has a qualitative nature, was carried out with the document analysis method. The data source of the study consists of current primary school mathematics textbooks prepared by the Ministry of National Education. 701 content, including visual, written and both, in the textbooks were evaluated in terms of gender biases. The contents were analyzed in the context of gender dominance, gender perceptions, and gender emphasis on being able to do math. According to the research findings, the rate of male-dominant content in all textbooks except the fourth grade is higher than the rate of female-dominated content. On the other hand, neutral situations in which neither gender is dominant were found at a lower rate compared to the other two conditions. However, when the social roles of male and female genders in primary school mathematics textbooks are examined, it is seen that the roles given to men are more diverse and common than the roles given to women. In addition, the ability to do mathematics and gender associations in textbooks is generally in the opposite direction of the stereotype that “girls cannot do mathematics”. Findings were discussed in line with the relevant literature and suggestions were provided.

References

  • Altun, M., Arslan, Ç. & Yazgan, Y. (2004). Lise matematik ders kitaplarının kullanım şekli ve sıklığı üzerine bir çalışma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 131-147.
  • Appel, M., Kronberger, N. & Aronson, J. (2011). Stereotype threat impairs ability building: Effects on test preparation among. European Journal of Social Psychology, 41(7), 904-913. https://doi.org/10.1002/ejsp.835
  • Beilock, S. L., Gunderson, E. A., Ramirez, G. & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
  • Blumberg, R. L. (2007). Gender bias in textbooks: A hidden obstacle on the road to gender. Paris: UNESCO.
  • Blumberg, R. L. (2008). The invisible obstacle to educational equality: Gender bias in textbooks. Prospects, 38(3), 345-361. https://doi.org/10.1007/s11125-009-9086-1
  • Caner, A., Güven, C., Ökten, Ç. & Sakallı Orcan, S. (2016). Gender roles and the education gender gap in Turkey. Social Indicators Research, 129(3), 1231-1254. https://doi.org/10.1007/s11205-015-1163-7
  • Casad, B. J., Hale, P. & Wachs, F. L. (2015). Parent-child math anxiety and math-gender stereotypes predict adolescents' Math Education Outcomes. Frontiers in Psychology, 6, 1597. https://doi.org/10.3389/fpsyg.2015.01597
  • Chen, P. & Chen, W. (2002). Separated by one layer of paper. Chinese Education & Society, 35(5), 23-33. doi:10.2753/CED1061-1932350523
  • Cvencek, D., Kapur, M. & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1-10. https://doi.org/10.1016/j.learninstruc.2015.04.002
  • Çelik, T. , Aydoğan Yenmez, A. & Gökçe, S. (2019). Ortaokul matematik ders kitaplarindaki dilsel ve görsel metinlerin toplumsal cinsiyet rollerine göre incelenmesi. Ondokuz Mayis University Journal of Education Faculty, 38(2), 206-224. https://doi.org/10.7822/omuefd.593411
  • Çepni, S. (2007). Araştırma ve proje çalişmalarina giriş (3. b.). Trabzon: Celepler Matbaacılık.
  • Dele-Ajayi, O., Bradnum, J., Prickett, T., Strachan, R., Alufa, F. & Ayodele, V. (2020, Ekim). Tackling gender stereotypes in STEM educational resources. 2020 IEEE Frontiers in Education Conference, 1-7. https://doi.org/10.1109/FIE44824.2020.9274158
  • Davarcı, Y. & Zengin, Z. S. (2021). Din dersi ders kitapları görsellerinde toplumsal cinsiyet üzerine bir analiz. Türkiye Din Eğitimi Araştırmaları Dergisi, 12, 283-300. https://doi.org/10.53112/tudear.981599
  • Eccles, J. (2011). Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. International Journal of Behavioral Development, 35(3), 195-201. https://doi.org/10.1177/0165025411398185
  • Good, C., Rattan, A. & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700. https://doi.org/10.1037/a0026659
  • Hartman, P. L. & Judd, E. L. (1978). Sexism and TESOL materials. TESOL Quarterly, 12(4), 383–393.
  • İncikabı, L. & Ulusoy, F. (2019). Gender bias and stereotypes in Australian, Singaporean and Turkish mathematics textbooks. Turkish Journal of Education, 8(4), 298-317. https://doi.org/10.19128/turje.581802
  • Jassey, I. A. (1997). Gender representation in Japanese elementary school textbooks. Teachers College, Columbia University.
  • Korkmaz, E., Tutak, T. & İlhan, A. (2020). Ortaokul matematik ders kitaplarinin matematik öğretmenleri tarafindan değerlendirilmesi. Avrupa Bilim ve Teknoloji Dergisi, 18, 118-128. https://doi.org/10.31590/ejosat.667689
  • Leach, F. E. (2003). Practising gender analysis in education. Oxfam.
  • Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Miroiu, M. (2004). All in one: Fairness, neutrality and conservatism– A case study of Romania. Prospects, 34(1), 85-100.
  • Murray, C., Anderson, Y., Simms, C. H. & Seery, M. K. (2022). Representations of women and men in popular chemistry textbooks in the United Kingdom and Republic of Ireland. Chemistry Education Research and Practice, 23, 373-384. https://doi.org/10.1039/D1RP00187F
  • Nurlu, Ö. (2021). Analysis of gender fairness of primary school mathematics textbooks in Turkey. International Journal of Psychology and Educational Studies, 8(4), 78-95.
  • Porreca, K. L. (1984). Sexism in current ESL textbooks. TESOL Quarterly, 18(4), 705-724.
  • Sami, A. (1985). Sex Division of labour in Syrian school textbooks. International Review of Education, 31(1), 335-348. https://doi.org/10.1007/BF02262586
  • Satılmış, S. (2019). 5. sınıf Türkçe ders kitabinin toplumsal cinsiyet açisindan incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 20, 1249-1262. https://doi.org/10.38015/sbyy.931674
  • Schmader, T., Johns, M. & Barquissau, M. (2004). The costs of accepting gender differences: The role of stereotype endorsement in women's experience in the math domain. Sex roles, 50(11), 835-850. https://doi.org/10.1023/B:SERS.0000029101.74557.a0
  • Song, J., Zuo, B., Wen, F. & Yan, L. (2017). Math-gender Stereotypes and career intentions: An application of expectancy–value theory. British Journal of Guidance & Counselling, 45(3), 328-340. https://doi.org/10.1080/03069885.2017.1283680
  • Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype Threat and women’s math performance. Journal of Experimental Social Psychology, 35(1), 4-28.
  • Starr, C. R. & Simpinks, S. D. (2021). High school students’ math and science gender stereotypes: Relations with their STEM outcomes and socializers’ stereotypes. Social Psychology of Education, 24(1), 273-298. https://doi.org/10.1007/s11218-021-09611-4
  • Takaoğlu, Z. B. (2021). Fizik ders kitaplarinda yer alan resimlerin toplumsal cinsiyet rolleri açisindan incelenmesi. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, 46, 355-378. https://doi.org/10.21497/sefad.1032008
  • Tang, H., Chen, B. & Zhang, W. (2010). Gender issues in mathematical. Journal of Mathematics Education, 3(2), 106-114.
  • Tutak, T. & Güder, Y. (2012). İlköğretim 5. sınıf öğretmenlerinin matematik ders kitabi hakkindaki görüş ve düşünceleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 16-28.
  • Tyarakanita, A., Drajati, N. A. & Rochsantiningsih, D. (2021). The representation of gender stereotypes in Indonesian. Sexuality & Culture, 25(3), 1140-1157. https://doi.org/10.1007/s12119-021-09813-0
  • Wu, Y., Widjaja, W. & Li, J. (2016). Gender issues in elementary mathematics teaching materials. In Liyanake, & B. Nima (Eds.), Multidisciplinary Research Perspectives in Education (s. 149-160). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6300-615-6_18
There are 36 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Semahat İncikabı 0000-0002-7686-1996

Nagehan Haliloğlu 0000-0002-9774-9418

Publication Date August 31, 2023
Published in Issue Year 2023 Volume: 24 Issue: 2

Cite

APA İncikabı, S., & Haliloğlu, N. (2023). Matematik Ders Kitaplarında Toplumsal Rollere ve Matematik Yapmaya Ait Cinsiyet Basmakalıplarının İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 24(2), 880-911. https://doi.org/10.29299/kefad.1119361

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