Avustralya, Singapur ve Türkiye’de matematik kitaplarındaki cinsiyet eğilimleri ve basmakalıplar

Öz

Bu çalışmanın amacı, Singapur, Avustralya ve Türkiye’nin ilköğretim matematik kitaplarındaki cinsiyet eğilimlerini ve kullanılan basmakalıpların neler olduğunu incelemektir. Ders kitaplarında erkek/kadın ve nötr cinsiyet karakterlerinin sayısı ve özellikleri hakkında tanımlayıcı istatistikler sağlamak için içerik analizi yaklaşımı kullanılmıştır. Bulgular, cinsiyet ile ilgili basmakalıplar içermeyen ders kitabı içeriklerinin tüm ders kitapları için yüzde dokuzun altında olduğunu göstermiştir. Sınıf düzeyleri boyunca, Avustralya ders kitaplarında cinsiyet yanlılığının daha az olduğu tespit edilmiştir. Singapur matematik ders kitaplarının, erkek ve kız çocuk temsil yüzdeleri arasındaki farkın, Türk ve Avustralya ders kitaplarındaki temsillere oranla daha fazla olduğu görülmüştür. Matematik-cinsiyet basmakalıpları açısından, sınıf seviyelerindeki tüm ders kitaplarının genellikle tarafsız bir yaklaşım içerdiği görülmüştür. Ülkeler genelindeki ders kitaplarındaki toplumsal roller, erkekler için tüm ülkelerde kadınlara atanan rollere kıyasla daha fazla çeşitlilik göstermiştir. Kitaplarda, daha teknik ve entelektüel içerikli roller erkekler için tasvir edilirken, domestik roller yoğunlukla kadınlar için tasvir edilmiştir.

Anahtar Kelimeler

• Basmakalıplar,Cinsiyet temsili,İçerik analizi,Matematik ders kitapları,Toplumsal roller

Gender bias and stereotypes in Australian, Singaporean and Turkish mathematics textbooks

Abstract

This cross-national study aimed to examine gender bias and stereotypes in Australian, Singaporean and Turkish elementary mathematics textbooks. Content analysis approach was used to provide descriptive statistics about the number of male/female and gender-neutral characters in the textbooks. Findings indicated that total frequencies in textbook contents including no gender bias was under nine percent in all textbooks. No gender bias was more prevalent across the grade levels in Australian textbooks. Singaporean mathematics textbooks had more discrepancy between the percentages of boys’ and girls’ representations than the representations in Turkish and Australian textbooks. In terms of math-gender stereotypes, all textbooks across grade levels were generally neutral. Social roles in mathematics textbooks across the countries had more variation for men than women with higher frequencies in all countries. The masculine roles were commonly attributed to men with more technical and intellectual tendency while domestic roles were ascribed to females.

Keywords

• Content analysis,Gender representation,Mathematics textbooks,Social roles,Stereotypes

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