Constructing the female mathematics teacher: A New Zealand historical case study

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dc.citation.issue28
dc.citation.issue28
dc.contributor.authorWalshaw MA
dc.contributor.authorOpenshaw R
dc.date.accessioned2014-11-16T20:40:08Z
dc.date.available2014
dc.date.available2014-11-16T20:40:08Z
dc.date.issued2014
dc.description.abstractIn this paper we explore the ways in which meanings of the female mathematics teacher are subjectively and collectively constructed, legitimated and challenged. Our context is New Zealand during the 1950s. We use history to explore female mathematics teacher constructions by looking at the genesis, development, and outcome of an initiative of the New Zealand Department of Education. The Science and Mathematics New Scheme, conceived in 1957 and introduced early in the following year, represented a sustained attempt on the part of the government to attract young women into the teaching profession as a way of managing a crisis in teacher supply. Our historical analysis offers a lens through which to view the production of and challenges to gender knowledge during a time of political and social ambiguity towards professional women.
dc.description.confidentialfalse
dc.description.confidentialfalse
dc.identifier.citationPhilosophy of Mathematics Education Journal, 2014, (28)
dc.identifier.elements-id219286
dc.identifier.urihttps://hdl.handle.net/10179/5898
dc.relation.isPartOfPhilosophy of Mathematics Education Journal
dc.titleConstructing the female mathematics teacher: A New Zealand historical case study
dc.typeJournal article
pubs.declined2014-11-13T21:03:04.305+1300
pubs.organisational-group/MU
pubs.organisational-group/MU/College of Humanities and Social Sciences
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