[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588593-105":59,"doc-detail-588593-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","is-connected-teaching-in-mathematics-a-gender-equitable-pedagogy-for-adults-abstract","Is „Connected Teaching‟ in Mathematics a Gender-Equitable Pedagogy for Adults? - Abstract","","Feminist “connected teaching” is examined as a pedagogy for adults who fear and avoid mathematics. Grounded in intellectual development themes of silencing and lack of voice, the paper describes a six-month supervised course for Charles, a 33-year-old businessman with debilitating anxiety. Through shared problem solving, trusting students’ thinking, and integrating aspects of life, Charles develops a more creative pattern-seeking view of mathematics and gains confidence for workplace use. The case suggests connected strategies can benefit men’s mathematical competence as well.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/is-connected-teaching-in-mathematics-a-gender-equitable-pedagogy-for-adults-abstract/588593/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/is-connected-teaching-in-mathematics-a-gender-equitable-pedagogy-for-adults-abstract/588593.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core idea of “connected teaching” used in this paper?","Question",{"text":112,"@type":113},"Connected teaching emphasizes seeing the other student in the student’s own terms, trusting their thinking, and encouraging them to expand it while engaging together in thinking and discovering mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who is Charles in the described study?",{"text":117,"@type":113},"Charles is a 33-year-old businessman who reported a debilitating fear of mathematics and had failed multiple mathematics examinations, including School Certificate Mathematics at age 15.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes occurred for Charles after the six-month supervised course?",{"text":121,"@type":113},"After the course, Charles believed mathematics was creative and involved searching for patterns, expressed more positive self-beliefs as a learner, enjoyed mathematics more, and reported general confidence using mathematics at work.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588593,1792065559,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Is „Connected Teaching‟ in Mathematics a Gender-Equitable  \nPedagogy for Adults?  \nBarbara Miller-Reilly  \nUniversity of Auckland, New Zealand  \n\u003C[barbara@math.auckland.ac.nz](barbara@math.auckland.ac.nz)>  \nDedicated to the memory of Professor Lyn Taylor (1948-2007).  \nAbstract  \n\"Connected teaching\" is a feminist theory first proposed by Belenky, Clinchy, Goldberger and Tarule (1996, p. 214) then related to the teaching of mathematics by Becker (1995, 1996), Buerk (1994b) and Morrow (1996) . The theory of intellectual development elaborated by Belenky and her colleagues uncovered themes common to many women's lives, for example, those related to \"silencing\", \"disempowerment\" and \"lack of voice\" (Goldberger, 1996a, p. 7) . Such experiences are common amongst adults who fear and avoid mathematics, both men and women. It therefore seems appropriate that this theory informs my teaching practice with such adults. This paper reports on a six-month supervised study course in mathematics taken by Charles, a 33-year-old businessman, who had a debilitating fear of mathematics. Connected teaching emphasizes “seeing the other, the student, in the student‟s own terms”, hence “trusting their thinking and encouraging them to expand it”(Belenky et al., 1986, p. 227) . So Charles and I “shared in the process” of mathematical problem solving (Becker, 1995 p. 168) . Opportunities were also created for him to \"weave together multiple aspects\" of his life (Morrow & Morrow, 1995, p. 18), another goal of connected teaching. Overall there was a very successful outcome for Charles. After this course of study was completed he believed that mathematics was creative and that it involved a search for patterns. He expressed a distinctly more positive belief in himself as a learner of mathematics, more enjoyment of mathematics and, as he said, \"general confidence\" when it came to using mathematics in his workplace. This case study strongly suggests that connected strategies in teaching mathematics, a pedagogy which enhances women‟s mathematical competence and confidence (Kalinowski & Buerk, 1995) , can also improve the mathematical competence and confidence of men.  \nKey words: adult education; mathematics instruction; affect; beliefs; gender; epistemology.  \n1. Introduction  \nConnected teaching enabled one student to progress from viewing mathematics as \"the most disgusting, unappealing building\" to one \"with form, balance and symmetry\" . The supervised study course undertaken by an intellectually able 33 year-old man, Charles, who feared and avoided mathematics is the focus of this paper.  \nCharles was referred to me by the Head of the Department of Mathematics as I had years of experience teaching students who had had a „rocky road‟ in mathematics. Charles‟ mathematical ability was \"atrocious”, he said. He had failed School Certificate Mathematics, a national examination at age 15 years, and all other mathematics examinations. Mathematics was hard for him even in Primary School. Now he felt that he was at a turning point in his career. It felt like “running a race with one leg”, he said. He worked in business management in the city  \nand was a share broker before that. He agreed to be taught by me as part of my larger research project and was willing for our classes to be audiotaped.  \nDuring discussions in the first few classes Charles made it clear that his decision to seek help to try removing the block he had to mathematics was extremely important to him. He felt that his early mathematical experiences had damaged his self-esteem. This course was a means to achieve future change (Coben, O'Donoghue, & FitzSimons, 2000), a common theme among adults learning mathematics. He talked about the lack of choice of career options because his maths was “abysmally weak” and he continued:  \nIn order to make a valid career choice I have to either say „OK, it is, for want of a better description, that horrible black hole, or it's not‟.…I have to find out whether ","cbCaiaMrYIcTRJZ2","https://ap.wps.com/l/cbCaiaMrYIcTRJZ2","pdf",411642,21,"English","# Abstract\n# Introduction\n## Connected teaching and adult fear of mathematics\n# Literature","[{\"question\":\"What is the core idea of “connected teaching” used in this paper?\",\"answer\":\"Connected teaching emphasizes seeing the other student in the student’s own terms, trusting their thinking, and encouraging them to expand it while engaging together in thinking and discovering mathematics.\"},{\"question\":\"Who is Charles in the described study?\",\"answer\":\"Charles is a 33-year-old businessman who reported a debilitating fear of mathematics and had failed multiple mathematics examinations, including School Certificate Mathematics at age 15.\"},{\"question\":\"What changes occurred for Charles after the six-month supervised course?\",\"answer\":\"After the course, Charles believed mathematics was creative and involved searching for patterns, expressed more positive self-beliefs as a learner, enjoyed mathematics more, and reported general confidence using mathematics at work.\"}]","Is „Connected Teaching‟ in Mathematics a Gender-Equitable Pedagogy for Adults? - Abstract | PDF",53]