"Feminist pedagogy that employs cooperative and collaborative learning methods with centrality of verbal-linguistic intelligence makes maths instruction gender inclusive at school level," said Jaipur-based educator-researcher whose research abstract has been accepted for International Conference on Gender & Women's Studies
"The scientific committee has initially reviewed your abstract on 'Feminising mathematics learning at high school level by emphasising verbal-linguistic intelligence: Lesson studies using feminist pedagogy based learning sheets' and accepted for presentation at the 11th International Conference on Gender & Women's Studies 2024 will be held in-person on 8 -9 July 2024 in Mumbai, India. Therefore, your abstract has been shortlisted for presentation....GWS2024 is a premier international conference organized by the International Center for Research & Development (ICRD) and facilitated by the Unique Conferences Canada in collaboration with other university partners," wrote the convener and coordinator Prabhath Patabendi, PhD and ConvenerAnila Siyakara of GWS2024 and conveyed that ABSTRACT ACCEPTANCE code was '#GW/175'.
The accepted abstract goes as follows
Abstract
Lesson studies were organised with a group of nine girls at risk of failure when the school reopened after two-year shut down due to COVID-19 crisis. The girls (N=25; Age group: 15-17 years) had the on-line maths instruction for grades 8 and 9 and when school re-opened, only nine girls who developed learning gaps in maths reported to the school, the rest decided to take direct board examination. The survey studies on loss of learning due to COVID crisis revealed the maths learning and general education of girls in adolescent period suffered the most due to social isolation and inadequacy of on-line instruction and its unsuitability for supportive and remedial learning. Since the group was small, needs-based and girls-friendly learning sheets emphasising language of maths (listening, speaking and reading of maths), visual math literacy and reciting maths formula with pauses by relating operational symbols to verbs and term-symbols to nouns was taken up through designed learning sheets. Seventeen topics transacted in 20 hours spread over one month made girls confident to tackle objective and short answers type questions and get reasonable with the word problems as articulated by them. All nine girls passed the dreaded math examination. Conclusion is that non-competitive or supportive group learning and learning sheets designed to promote verbal-linguistic intelligence make maths learning female friendly resulting in enhanced learning outcomes
Keyword: Feminist pedagogy, gender equity, group learning, language of maths, social pedagogy, verbal-linguistic intelligence,
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