Abstract

ANALYSIS OF GENDER REPRESENTATION IN KWARA STATE UPPER BASIC LEVEL NIGERIAN MATHEMATICS TEXTBOOKS

1Lawal, A. A., &2Salman, M. F

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Abstract Mathematics textbooks are embedded with bias representation in favour of male characters which could have negative effects on the aspirations and motivation of female students who grow up reading and internalizing the textbooks. The study analyzed gender representation in Nigerian mathematics textbooks for Upper Basic level of education. The study employed content analysis methods. Three recommended mathematics textbooks used in Nigerian Upper Basic level of education were purposively selected for the study. The data was collected using researcher-designed Questionnaire on Gender Representation in the Mathematics Textbooks (QGRMT). Two research questions were raised and answered. The data obtained were analyzed using percentage and Chi-square statistics to answer research questions and test the hypotheses respectively at 0.05 level of significance. The result of the analyzed data indicated a significant difference of gender bias in terms of male and female representation in proportion and gender stereotyping activities occurred in activities assigned to gender representation in the textbooks in term of text and pictorial illustration in favour of male terms and figures. It was therefore recommended among other that there is need to promote and entrench gender fairness in the representation of female and male in the mathematics textbooks at the upper basic level and beyond.

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