Management, Vol. 2, Issue 1, Feb  2018, Pages 39-48; DOI: 10.31058/j.mana.2018.21004 10.31058/j.mana.2018.21004

A Model of Gender Equity in Nigeria Mathematics Textbooks

Management, Vol. 2, Issue 1, Feb  2018, Pages 39-48.

DOI: 10.31058/j.mana.2018.21004

Zinyahs Maris Zakka 1*

1 Department of Mathematics, FCT College of Education, Zuba Abuja, Nigeria

Received: 1 January 2018; Accepted: 23 February 2018; Published: 26 March 2018

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This study examined gender equity strategies in mathematics textbooks used in two private secondary schools in Kaduna south local government. The purpose of the study is to determine the important strategies to reduce gender bias in mathematics textbooks of two private secondary schools in Kaduna South Local government Areas. A mixed method research design was employed. Questionnaire and interview were used as the instrument in this study, and the questionnaire has a reliability of 0.85. The sample of the study consisted of 526 students which comprised of 256 (48.7%) male and 270 (51.3%) female students and five mathematics teachers. The results revealed six most important strategies which may reduce gender bias in mathematics textbooks from both quantitative and qualitative data. A model was developed and recommended for adoption and implementation at entire private secondary schools in Kaduna State, Nigeria.


Gender Bias, Gender Equity, Mathematics Textbooks and Strategies


© 2017 by the authors. Licensee International Technology and Science Press Limited. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


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