Feminist pedagogy in the Maltese mathematics classroom

Abstract

The purpose of the study is to critically reflect on the pedagogical practices in a Mathematics co-educational classroom and analyse them from a feminist pedagogical perspective. After opting for a qualitative approach, I collected data through non-participant observation and semi-structured interviews with two teachers in their respective co-educational classes. The study suggests that teachers in this study are still very much unaware of the gender and powerdynamics which constitute the learning environment. Providing students, especially girls with a Mathematical voice will enhance their abilities in the Mathematics classroom. This also affects students' educational experiences and the messages that they receive throughout the learning process. This study argues that the teachers' authority should be used wisely so as to empower all learners and mitigate student marginalisation due to gender and other differences. In addition, Mathematics lessons are enriched when the subject is presented as a process of discovery, using direct questions and ensuring that no students are left on the periphery of the discussion. In the feminist coeducational classroom, teachers should strive for equity rather than equality. I conclude this study with a number of implications and suggestions with regards the teaching and learning of Mathematics in co-educational settings.