Listening to children: Gendered beliefs about maths in socioeconomically contrasting Chilean kindergarten contexts

Several studies have acknowledged that listening to and interpreting the voices of young children in a non-controlling, precise, and respectful manner is a major challenge. This study presents qualitative data collection media inspired by the mosaic approach to explore young children's beliefs about gender and mathematics, as a subject with important performance gaps in a highly stratified educational system. Data collection media were composed of drawings, interviews, and artistic productions. The sample included 20 5-year-old children attending two socioeconomically contrasting schools. Findings showed that multiple means can be helpful in deepening children's perspectives on phenomena where little is known. Specifically, key information about the object of study was identified, such as variation in gender stereotypes about mathematics; normativity and the early introduction of practices traditionally associated with primary education (schoolification); and learning possibilities shaped by material conditions in contrasting socioeconomic status contexts. Notably, the study highlights the absence of female figures in boys’ drawings, as well as the normative assumptions embedded in children's representations and mathematical beliefs.