Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Abstract

The aim of this study is to analyze the perceptions of female mathematics teachers concerning the concept of “female mathematician” through metaphors. In the study, phenomenology method was used. The participants consisted of 98 female mathematics teachers who work at secondary schools. The data was obtained through the statement “Female mathematicians are like ... because ...” completed by female mathematics teachers. The teachers were asked to write a metaphor in the first blank concerning the concept of female mathematician and they wrote their reasons of writing that metaphor in the second blank. The data was analyzed through content analysis method. At the end of the study, it was determined that the teachers had formed 71 different metaphors concerning female mathematicians. The first three concepts occurring to the minds of mathematics teachers concerning the concept of female mathematician were found as “male mathematician”, “mother” and “equation”. Additionally, it was determined that the metaphors of the teachers were collected under six different categories. Among these categories, the category of “female mathematician as a person who has desired qualities and is needed” was observed to be emphasized more distinctly. It was also seen that explanations of the teachers were collected under 34 features and among these features; the codes of “scarcity” and “incomprehensibility” were emphasized more distinctly. Finally, it was determined that metaphors, categories and features concerning female mathematicians had a positive meaning in general. It is recommended to enhance the living and working conditions of female mathematics teachers and increase their number.