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<p>This article outlines an investigation of the mathematical beliefs of kindergarten students in Australia, examining gendered differences in their perceptions of mathematical abilities and attitudes over their first year of formal education. Researchers asked the question, <i>How do boys and girls describe their mathematical capabilities and relationship with mathematics at the beginning and end of their first year of school?</i> Employing a mixed-methods case study approach, 78 students (boys = 39, girls = 39) from three Sydney schools participated. Using a child-friendly adaptation of the <i>Who and Mathematics</i> instrument (Leder &amp; Forgasz, <CitationRef CitationID="CR17">2000</CitationRef>), researchers assessed students’ understanding of their mathematical identity. Findings revealed that both genders entered school confident in their mathematical capabilities, but by year-end, girls showed decreased confidence compared to boys. Additionally, girls shifted from seeing mathematics as important for their future careers to perceiving it as more significant for boys. These results highlight the early formation of stereotypically gendered beliefs about mathematical identity, emphasising the critical role of early education in shaping children’s perceptions of mathematics.</p>

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Shifts in children’s mathematical identities during the first year of school

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月22日

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  • Rachelle Davey,
  • Linda Bellen,
  • Thuan Thai,
  • Sean Kearney

摘要

This article outlines an investigation of the mathematical beliefs of kindergarten students in Australia, examining gendered differences in their perceptions of mathematical abilities and attitudes over their first year of formal education. Researchers asked the question, How do boys and girls describe their mathematical capabilities and relationship with mathematics at the beginning and end of their first year of school? Employing a mixed-methods case study approach, 78 students (boys = 39, girls = 39) from three Sydney schools participated. Using a child-friendly adaptation of the Who and Mathematics instrument (Leder & Forgasz, 2000), researchers assessed students’ understanding of their mathematical identity. Findings revealed that both genders entered school confident in their mathematical capabilities, but by year-end, girls showed decreased confidence compared to boys. Additionally, girls shifted from seeing mathematics as important for their future careers to perceiving it as more significant for boys. These results highlight the early formation of stereotypically gendered beliefs about mathematical identity, emphasising the critical role of early education in shaping children’s perceptions of mathematics.