Females participate to a limited extent in science,
engineering and technology (SET) industries that
are central to innovation and building national
economies. The causes of this under
representation, in part, have their roots embedded
in how females perceive school mathematics,
science and technology subjects as being
inconsistent with their gender identity. A
participatory action research methodology was
used to investigate the effect of two different
pedagogical approaches for teaching middle
school mathematics and science through
technology practice on female students’ attitudes
to SET. Quantitative and qualitative data related to
enjoyment, intention to undertake further such
study, perceived usefulness and interest in career
options involving SET, and perceptions of the
investigative nature of the two approaches, were
sought using, interviews, classroom observations,
and a modified survey instrument. The findings
indicated that female students responded in a
more positive manner when careful scaffolding
and the establishment of explicit linkages between
the construction activity and mathematics
principles were part of the pedagogical approach.
In addition, there were specific types of projects
that females found authentic. The implications of
these findings for SET syllabus authors, pre- and
inservice teacher educators, and classroom
teachers are explored