Abstract
There is, now, an extensive critical literature on gender and the nature of science three aspects of which, philosophy, pedagogy and epistemology, seem to be pertinent to a discussion of gender and mathematics. Although untangling the inter-relationships between these three is no simple matter, they make effective starting points in order to ask similar questions of mathematics to those asked by our colleagues in science. In the process of asking such questions, a major difference between the empirical approach of the sciences, and the analytic nature of mathematics, is exposed and leads towards the definition of a new epistemological position in mathematics.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
Bloor, D.: 1976, 1991,Knowledge and Social Imagery, 2nd ed., University of Chicago Press, London.
Boaler, J.: 1993, ‘Encouraging the transfer of ‘school’ mathematics to the ‘real world’ through the integration of process and content, context and culture’,Educational Studies in Mathematics,25(4), 341–373.
Bruner, J.: 1994,The Humanly and Interpretively Possible, Plenary address given to the AERA Annual Meeting, New Orleans, U.S.A.
Burton, L.(ed.): 1990a,Gender and Mathematics: An International Perspective, Cassell, London.
Burton, L.: 1990b, ‘Passing through the mathematical critical filter — implications for students, courses and institutions’,Journal of Access Studies 5(1), 5–17.
Burton, L. (ed.): 1986,Girls into maths can go, Cassell, London.
Carson, R.: 1962,Silent Spring, Fawcett Press, New York.
Confrey, J.: 1990, ‘What Constructivism Implies for Teaching’, R.B. Davis, C.A. Maher and Nel Noddings (eds.,) Constructivist View on the Teaching and Learning of Mathematics,Journal for Research in Mathematics Education, Monograph No. 4, NCTM, Reston, VA.
Damarin, S.: 1991, ‘Rethinking Science and Mathematics Curriculum and Instruction: Feminist Perspectives in the Computer Era’,Journal of Education 173 (1), 107–123.
Davis, P. and R. Hersh: 1983,The Mathematical Experience. Penguin, Harmondsworth.
Davis, R.B., C.A. Maher and N. Noddings (eds.): 1990, Constructivist Views on the Teaching and Learning of Mathematics,Journal for Research in Mathematics Education, Monograph No. 4, NCTM, Reston, VA.
Department of Education and Science, 1989,Mathematics in the National Curriculum, HMSO, London.
Easlea, B.: 1983,Fathering the unthinkable: Masculinity, scientists and the nuclear arms race, Pluto Press, London.
Ernest, P.: 1991,The Philosophy of Mathematics Education, Falmer Press, Basingstoke.
Fee, E.: 1981, ‘A feminist critique of scientific objectivity’,Science for the People 14, 30–3.
Fennema, E. and G. Leder (eds.): 1990,Mathematics and Gender, Teachers College Press, New York.
Flato, M.: 1992,The Power of Mathematics, McGraw-Hill, London.
Forgasz, H.: 1994,Society and Gender Equity in Mathematics Education, Deakin University Press, Geelong, Vic.
Fossey, D.: 1983,Gorillas in the Mist, Houghton Mifflin, Boston.
Gadamer, H.-G.: 1975,Truth and Method, Continuum., New York.
Goodall, J.: 1971,In the Shadow of Man, Houghton Mifflin, Boston.
Gopen, G.D. and D.A. Smith: 1990, ‘What's an Assignment Like You Doing in a Course Like This? Writing to Learn Mathematics’,The College Mathematics Journal 21(1), 2–19.
Hadamard, J.: 1945,The psychology of invention in the mathematical field, Princeton University Press, Princeton.
Harding, S.: 1986,The science question in feminism, Open University Press, Milton Keynes.
Harding, S.: 1991,Whose Science? Whose Knowledge? Open University Press, Milton Keynes.
Hekman, S.: 1990,Gender and Knowledge — Elements of a Postmodern Feminism, North-eastern University Press, Boston.
Hirst, P.H.: 1974,Knowledge and the Curriculum, Routledge & Kegan Paul, London.
Hirst, P.H.: 1965, ‘Liberal Education and the Nature of Knowledge’, R.D. Archambault (ed.),Philosophical Analysis and Education, Routledge and Kegan Paul, London.
Hrdy, S.B.: 1986, ‘Empathy, polyandry, and the myth of the coy female’, R. Bleier (ed.),Feminist approaches to science, Pergamon Press, Oxford.
Hull, R.: 1985,The Language Gap, Methuen, London.
Joseph, G.G.: 1993, ‘A Rationale for a Multicultural approach to Mathematics’, D. Nelson, G.G. Joseph and J. Williams (eds.)Multicultural Mathematics, Oxford University Press, Oxford.
Joseph, G.G.: 1991,The Crest of the Peacock, Tauris & Co., London.
Keller, E.F.: 1985,Reflections on gender and science, Yale University Press, New Haven, CT.
Keller, E.F.: 1983,A feeling for the organism: The life and work of Barbara McClintock, W.H. Freeman, New York.
Kelly, A. (ed.): 1987,Science for Girls?, Open University Press, Milton Keynes.
Kelly, A.V.: 1986,Knowledge and Curriculum Planning, Harper and Row, London.
Lakatos, I.: 1976,Proofs and Refutations, Cambridge University Press, Cambridge.
Lakatos, I.: 1983,Mathematics, Science and Epistemology, Cambridge University Press, Cambridge.
Leder, G. and Sampson, S.N. (eds.): 1989,Educating Girls, Allen & Unwin, Sydney.
Mulkay, M.: 1981, ‘Preface’, in A. Brannigan,The Social Basis of Scientific Discoveries, Cambridge University Press, Cambridge.
Needham, J.: 1959,Science and Civilisation in China, Cambridge University Press, Cambridge.
Nelson, D., G.G. Joseph and J. Williams: 1993,Multicultural Mathematics, Oxford University Press, Oxford.
Nickson, M.: 1992, ‘Towards a Multi-cultural Mathematics Curriculum’, M. Nickson and S. Lerman (eds.)The Social Context of Mathematics Education: Theory and Practice, South Bank Press, London.
Penrose, R.: 1990,The Emperor's New Mind, Vintage, London.
Polanyi, M. and H. Prosch: 1975,Meaning, University of Chicago Press, London.
Restivo, S.: 1992,Mathematics in Society and History, Kluwer, Dordrecht.
Rose, H.: 1986, ‘Beyond Masculinist Realities: A feminist epistomology for the sciences’, R. Bleier (ed.),Feminist Approaches to Sciences, Pergamon, Oxford.
Rose, H. and S. Rose: 1980, ţThe myth of the neutrality of science’, R. Arditti, P. Brennan and S. Cavrak (eds.),Science and Liberation, South End Press, Boston.
Rosser, S.V.: 1990,Female-Friendly Science, Pergamon, New York.
Stobart, G. Elwood, J. and Quinlan, M.: 1992, ‘Gender Bias in Examinations: how equal are the opportunities?’,British Educational Research Journal 18(3), 261–276.
Thomn, R.: 1973, ‘Modern Mathematics: does it exist?’, A.G. Howson (ed.),Developments in Mathematics Education, Cambridge University Press, Cambridge.
Thomas, K.: 1990,Gender and Subject in Higher Education, SRHE & Open University Press, Buckingham.
van Sertima, I. (ed.): 1986,Blacks in Science: Ancient and Modern, Transaction, New Brunswick, N.J.
von Glasersfeld, E.: 1990, ‘An Exposition of Constructivism: Why Some Like It Radical’, R.B. Davis, C.A. Maher and N. Noddings (eds.) ‘Constructivist Views on the Teaching and Learning of Mathematics’,Journal for Research in Mathematics Education, Monograph N. 4, NCTM, Reston, Va.
Whyte, J. et al. (eds.): 1985,Girl Friendly Schooling, Methuen, London.
Zaslavsky, C.: 1973,Africa Counts, Lawrence Hill Books, New York.
Author information
Authors and Affiliations
Additional information
This is a version of a paper first given at the ICME7 theme group of the International Organisation on Women and Mathematics Education, Quebec, 1992. Its present content owes much to discussion with and comments from members of that network. In addition, I would particularly like to thank Mary Barnes, Leonie Daws, Stephen Lerman and the anonymous reviewers for challenging and provoking re-working of the ideas.
Rights and permissions
About this article
Cite this article
Burton, L. Moving towards a feminist epistemology of mathematics. Educ Stud Math 28, 275–291 (1995). https://doi.org/10.1007/BF01274177
Issue Date:
DOI: https://doi.org/10.1007/BF01274177