Exploring Gendered Views of Mathematics: A Study of Female Primary School Teachers

Abstract

The study investigates female teachers’ gender perspectives in mathematics, defined as viewing the world through lenses shaped by social and cultural gender norms. The research is grounded in gender studies and uses a qualitative methodology, involving semi-structured interviews with eight female teachers at a Mexico City public primary school. Findings indicate teachers distinguish between talent and ability in mathematics: talent is defined as an inherent, genetic capacity, while ability refers to skills gained through practice and continual exercise. Teachers associate talent primarily with boys, attributing their mathematical success to innate advantages, whereas they link girls’ success to acquired skill through effort and persistence. Teachers consistently report that boys possess a "natural" advantage, while girls may approach but not equal this talent through diligence. This belief is underscored by teachers attributing "aggressiveness-activity" traits to boys and "passivity-dedication" traits to girls, considering aggressiveness essential for excelling in mathematics. These perceptions point to teachers’ recognition of male-oriented sociocultural constructs that they believe facilitate mathematical learning.