The Role of Simulation in Exposing Hidden Gender Biases: A Study of Motivational Discourse in Mathematics Education

This study investigated the value of simulation workshops designed to enhance motivational
discourse between mathematics teachers and struggling students who have difficulty keeping
up with the curriculum, especially in advanced mathematics. Grounded in the self-determination
theory, we examined teachers’ motivational discourse by having them participate in simulated
individual dialogues with students, with a focus on the differences in the motivational discourse
with male and female students. Twenty-nine middle school mathematics teachers (89.6% female;
mean experience = 9.4 years, SD = 8.7) participated in the online simulations, each of which presented
a scenario where an actor portrayed a struggling student contemplating dropping out of
math class. Based on the observational measures of motivational discourse, the findings reveal
significant gender disparities in that teachers tended to provide more support and autonomy to male
students. Moreover, they tend to direct more frequent and intense autonomy-suppressing behaviors
toward female students. The results highlight the efficacy of simulation-based workshops in uncovering
teachers’ hidden behavioral patterns. It also highlights the importance of simulation-based
learning to tailor professional development issues and for addressing unconscious gender biases in
mathematics education.