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Mathematics makes you feel attractive: Empowering new alternative masculinities in the context of mathematics classroom

  • Javier Díez-Palomar [1] ; Liviu-Catalin Mara [2]
    1. [1] Universitat de Barcelona

      Universitat de Barcelona

      Barcelona, España

    2. [2] Universitat Rovira i Virgili

      Universitat Rovira i Virgili

      Tarragona, España

  • Localización: Masculinidades y cambio social, ISSN-e 2014-3605, Vol. 9, Nº. 1, 2020, págs. 53-84
  • Idioma: inglés
  • DOI: 10.17583/MCS.2020.4698
  • Títulos paralelos:
    • Las Matemáticas te Hacen Sentir Atractivo: Empoderando nuevas masculinidades alternativas en el contexto de las clases de matemáticas
  • Enlaces
  • Resumen
    • español

      Este artículo estudia la relación entre la construcción de la masculinidad en la escuela y el aprendizaje de las matemáticas en los chicos. Para este propósito, introducimos las variables de la interacción social y la diferenciación entre el lenguaje de la ética y el lenguaje del deseo. La metodología utilizada es una reseña literaria, basándonos en el análisis del discurso como metodología para identificar temas relevantes que surjan de los estudiantes analizados. Encontramos algunos asuntos que parecen condicionar negativamente el aprendizaje de las matemáticas en los chicos que tienen que ver con construcciones de la identidad de género específicas, concretamente con el desarrollo de Masculinidades Tradicionales Dominantes. Además, este comportamiento negativo hacia las matemáticas se ve reforzado por la atracción social hacia la violencia. En cualquier caso, la literatura contiene también elementos que responden a un modelo diferente de masculinidad que puede ser exitoso en el aprendizaje de las matemáticas y atractivo al mismo tiempo, lo cual está relacionado con el modelo de Nuevas Masculinidades Alternativas. Concluimos con algunas recomendaciones para apoyar este modelo de atractivo y masculinidad para reconsiderar la investigación sobre el rendimiento en matemáticas en los niños en el futuro a la luz de las implicaciones de estos modelos de masculinidad.

    • English

      This article studies the relationship between masculinity construction in school and mathematics learning in boys. For this purpose, we introduce the variables of social interaction and the differentiation between the language of ethics and the language of desire. The methodology used is a literature review, drawing on discourse analysis as a methodology to identify the relevant themes emerging from the studies analysed.

      We found several issues that seem to negatively condition mathematics learning in boys that have to do with specific gender identity construction, namely the development of Dominant Traditional Masculinities. Moreover, this negative behavior towards mathematics learning is enhanced by the social attraction towards violence. However, the literature also contains elements that respond to a different model of masculinity that can be successful in mathematics learning and attractive at the same time, which is related to the New Alternative Masculinities model. We conclude with some recommendations to support this new model of attractiveness and masculinity in order to rethink research in mathematics achievement in children in the future in the light of the implications of these different models of masculinity.

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