Abstract
This article studies the relationship between masculinity construction in school and mathematics learning in boys. In this article, we introduce the variables of social interaction and the differentiation between the language of ethics and the language of desire to analyze the aspects related to mathematics learning in schoolboys. The methodology used is a literature review, paying particular attention to the techniques used in the literature and using categorization that emerged during the review to select and analyze the texts. We found several issues that seem to condition mathematics learning in boys that have to do with gender and specific identity construction, namely the dominant traditional masculinities. Moreover, this process is enhanced by the social attraction towards violence processes. However, the literature also contains elements that respond to a different model of masculinity that can be successful in mathematics learning and attractive at the same time, which is related to the New Alternative Masculinities model. We conclude with some recommendations to support this new and attractive model and to rethink research in mathematics achievement in children in the future.
Highlights
This article studies the relationship between masculinity construction in school and mathematics learning in boys
We found several issues that seem to negatively condition mathematics learning in boys that have to do with specific gender identity construction, namely the development of Dominant Traditional Masculinities
The literature contains elements that respond to a different model of masculinity that can be successful in mathematics learning and attractive at the same time, which is related to the New Alternative Masculinities model
Summary
This article studies the relationship between masculinity construction in school and mathematics learning in boys. For this purpose, we introduce the variables of social interaction and the differentiation between the language of ethics and the language of desire. We found several issues that seem to negatively condition mathematics learning in boys that have to do with specific gender identity construction, namely the development of Dominant Traditional Masculinities. This negative behavior towards mathematics learning is enhanced by the social attraction towards violence. When students’ interactions with other peers are based on positive values towards schooling and learning, their readiness to learn is dramatically different than the disposition to learn of students who base their self-identity in values such as “resistance against authority”, or “aggressive behavior”, linking their position within the peer group to holding such type of values
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