Gender representation and gendered attitudes in Finnish 1st Grade Mathematics Materials

Abstract

Gender differences in mathematics are sometimes discussed through achievement outcomes. However, international research and behaviour assessments consistently show persistent differences in attitudes including confidence, self-concept, and mathematics-related anxiety. Given the importance of early school years for the development of beliefs, the learning materials used in the first years of primary education are relevant to how mathematics is socially framed for children. Following representation theory, this thesis examines how gender is represented in selected Grade 1 mathematics learning materials used in Finland and questions how these representations may relate to broader research results on gendered mathematics attitudes, for examples ones from PISA. This study uses a qualitative approach utilising content analysis and critical discourse analysis. The dataset consists of 6 books of teacher guides. The findings show that, within Finnish context, girls are not typically excluded from being depicted in mathematical problems. However, notable differences emerge when examining representation through role allocation and context. Girls were found more often depicted as active participants in domestic or social everyday mathematical settings, while boys appeared in more technical or scientific examples of mathematical activity. Because many of these examples are embedded in teacher guides, they may be especially influential in how tasks are performed in classrooms. The findings showed that evaluating equality in early mathematics materials cannot rely only on frequency of appearance but should also consider how competence and agency are repeatedly framed in different types of mathematical examples. The results suggest both progress compared with common international textbook patterns, and a clear area for improvement. Strengthening counter-stereotypical opportunities in technical and scientific framings, can help present early mathematics as more equity-aspiring for all learners.