Percepciones de la infancia sobre género y matemáticas

Abstract

This undergraduate work analyzes stories about the perceptions of a group of students from Juana Escobar IED school around gender and its relationship with mathematics. The methodological approach is hermeneutic phenomenological and uses ethnography tools. The analyses carried out reflect two types of discourses that boys, girls and young people associate with performance in mathematics. For girls, there is a discourse focused on effort and dedication. For boys, there is a discourse of natural abilities reinforced in the academic tradition that subjugates the role of women in fields of rationality such as mathematics. However, this research also shows how in some collected stories both the (re)production of stereotypes associated with mathematics as well as the cultural tensions manifested by some children who question these cultural determinisms that occur naturally. The research concludes by inviting those responsible for teaching and learning of children and young people to reflect on the role of discourse in the daily life of school, as a key element in the reproduction of stereotypes that generate inequity in mathematics classes.