Innovations in ‘Gender Issues’ Research in Mathematics Education
Rationale While ‘gender issues’ research has been conducted in mathematics education for decades, the conceptual and methodological frames used for such research have typically not progressed to align with contemporary conceptions of gender, despite earlier calls (e.g., Damarin & Erchick, 2010; Esmonde, 2011) for change. Very recently, we have seen shifts in the ways that gender is conceptualised and investigated in mathematics education research (e.g., non-binary conceptions, research with transgender students). Sessions regarding such topics have been held at recent international conferences, such as MERGA 2018 (Forgasz & Leder), PME-NA 2018 (Kersey & Hall), and MES 2017 (Walshaw, Chronaki, Leyva, Stinson, Nolan, & Mendick). This special issue will provide a platform for researchers who are leading this shift in the field to share their work, thus inspiring readers to examine their own practices when conducting ‘gender issues’ research in mathematics education.
The Editors Dr. Jennifer Hall and Dr. Eva Norén, the co-editors of this special issue, are the Co-Convenors of the International Organization of Women and Mathematics Education (IOWME).
Jennifer is a Lecturer in Early Years/Primary Numeracy at Monash University in Australia. She has a wealth of experience researching and publishing about gender issues in mathematics education. As such, she was invited to be part of the leadership team for the gender and sexuality working group at PME-NA. Jennifer’s current gender-focused research projects include a non-binary investigation of the Australian and Canadian general public’s views of gender and mathematics, an examination of the lived experiences of university mathematics majors of all genders, and an inquiry into the educational experiences of transgender and non-binary individuals in STEM fields.
Eva is an Associate Professor in Mathematics Education at Stockholm University in Sweden. Her research interests include gender issues in mathematics classrooms and mathematics textbooks. She is interested in the intersectionality between gender and immigration in compulsory school contexts. Eva’s current research in K-9 is on gender issues within the framing of computer programming in school mathematics. Eva’s theoretical perspectives are within the socio-political field of mathematics education. For example, she is focusing on positioning, subjectivities, and agency in mathematics classrooms.
Scope The Special Issue will be undertaken as per the usual submission and reviewing processes of MERJ.
The Editors would prefer to include papers that cover a broad sweep of the field in terms of early years, primary, secondary, and tertiary mathematics with particular focus on ‘gender issues’ research with the following frameworks, designs, and/or participant groups:
30 November 2019 Submission of extended abstracts.
Editors will consider suitability of abstracts and invite accepted authors by 31 January 2020 to submit a full paper.
31 March 2020 Submission of full papers through Editorial Manager.
April to June 2020 Review of papers.
30 November 2020 Final submission of accepted papers.
January 2021 Review by Springer.
February 2021 Publication by Springer.
References Damarin, S. K., & Erchick, D. B. (2010). Toward clarifying the meanings of gender in mathematics education research. Journal for Research in Mathematics Education, 41(4), 310-323. Retrieved from http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Esmonde, I. (2011). Snips and snails and puppy dogs’ tails: Genderism and mathematics education. For the Learning of Mathematics, 31(2), 27-31. Retrieved from https://flm-journal.org/