Perception Towards Mathematics In Gender Perspective (original) (raw)

GENDER STEREOTYPES AND MATHEMATICS: TEACHERS AND STUDENTS' PERCEPTIONS

Nowadays, despite the positive changes that have been made in Kosovo society, gender stereotypes continue to negatively impact the academic achievement of girls in some scientific fields. One of these areas is the mathematics, which has traditionally been known as a male domain. In this case, boys are considered more capable than girls. The purpose of this paper has been the introduction of teachers and students\' perceptions about impact of gender stereotypes in the academic achievement of girls in mathematics. This paper presents the results of research conducted in Kosovo Elementary Schools, rural and urban areas. For the realization of this research are used quantitative and qualitative methods. The instruments used for research were questionnaires and interviews. The research has included in total 176 respondents, out of which 87 teachers and 89 students. Of the total number of teachers, 44 were women and 43 men. They were aged of 25-64. While 47 students were from the respondent group were females, and 42 males. Students were of the eighth grade of Law Secondary Schools. Respondent students were selected at random. The results of this study present a clear picture regarding the perceptions of teachers and students about gender stereotypes and mathematics. Such research will encourage teachers to focus towards the elimination of gender stereotypes in mathematics, as well as that of motivating girls to choose such professions, which traditionally known as male professions.

Female Students' Attitude towards the Learning of Mathematics: Empirical Evidence from a High School in Central Region

CERN European Organization for Nuclear Research - Zenodo, 2022

The purpose of this study was to investigate senior high school female students' attitude towards the learning of Mathematics. The study was grounded in a positivist paradigm, using adescriptive case study design. Simple random sampling technique was used to select 161 female students. The results indicated that female students had less self-assurance when performing Mathematical tasks. The students were uncertain about whether motivation could change their attitude toward learning Mathematics. The female students were less enthusiastic about Mathematics. The students understood the value of Mathematics and how it applied to all facets of life. The students' knowledge of the importance of mathematics was a strong predictor of their positive attitudes toward learning Mathematics. The implication of the study to teaching and learning is that teachers should use instructional strategies that would meet the needs of female students. Teachers must take into account students' differences or barriers to learning, minimise anxiety, boost active interest, and appreciate what is being taught and learned.Teachers need to take corrective action to ease stress and offer their female students the assistance they need.

Exploring Gender differences in attitude towards Mathematics at Secondary Level in Pakistan

Journal of Business and Social Review in Emerging Economies, 2020

This study was aimed to find out the attitude towards mathematics which were communicating gender difference among secondary level students. A quantitative research approach was used to explore gender difference in relation to the attitude towards mathematics among nine graders. Fifty seven public sector schools in Lahore were selected for this research. All nine graders in public sector secondary schools were target population of current study. Eleven hundred and eighty six students were selected through multistage random sampling for present research. A questionnaire developed by the researcher was used for exploration of gender difference in relation to students’ attitude towards mathematics at secondary level in Pakistan. It was a Lekert Scale with five points on it. The questionnaire was pilot tested and validated by experts. It was found that overall gender difference in attitude towards mathematics did not significantly exists. Therefore, the reason of difficulty in mathemat...

Gender and programme of study differences in students performance and perception in mathematics

Thesis , 2022

all of the Department of Mathematics Education, UEW whose tuition, guidance, support and patience have brought me this far in my academic ladder, I say I am grateful. I am greatly indebted to my beloved senior brother Kwabena Ofori-Mensah, my wife Dorcas Baiden and our dear children Baaba Oforiwaa Efa, and Kwaku Hamo Efa who encouraged and supported me morally and spiritually. Also acknowledged is the Headmaster of Ghana National College, Mr. Joseph Ato Sarpong who has been a source of inspiration to me in my life. Much gratitude also goes to all the Headmasters/Headmistresses, teachers and students of the participating schools for their cooperation in filling out the questionnaires. I thank all the people who assisted me in one way or the other towards the successful completion of my studies.

Determination of Primary School Teachers' Mathematical Gender Stereotypes and Examination of Their Reflection on Students

Eğitimde Nitel Araştırmalar Dergisi, 2022

This study aims to investigate primary school teachers’ mathematical gender stereotypes and to discover whether these stereotypes, if any, are reflected on students. The study was designed as a multiphase mixed methods study. Accordingly, in the quantitative and qualitative stages of the study, different sample groups including both fourth-grade teachers and fourth-grade students in Ankara were studied. Teachers’ Gender Stereotype Scale toward Mathematics, observation form, Students’ Gender Stereotype Questionnaire and Mathematics Achievement Test were sequentially used to collect data. The data were analyzed by Mann Whithey U test and content analysis. Results demonstrate that in comparision to the teacher who has neutral gender related beliefs toward mathematics, the teacher with strong traditional mathematical gender stereotypes favouring their male students. However, results show that students do not internalise their teachers’ mathematical gender stereotypes, and, Hense, there is reflection of teachers’ gender stereotypes on students’ mathematical achievements. By carrying out longitudinal studies, it should be followed at which educational level students begin to acquire such gendered perspectives, which academic fields and professions they choose, and thus the effects of teacher characteristics on students should be revealed more comprehensively.

A Longitudinal Study on Attitudes Toward Mathematics by Department and Sex at the University Level

School Science and Mathematics, 1991

Attitudes toward mathematics have been of interest to researchers for many years. The amount of research conducted in this area has increased especially over the past 25 years, particularly after the development of the Mathematics Attitude Scale by Aiken and Dreger (1961) and revised two years later (1963). Aiken (1970, 1976) has presented a very comprehenwas used to measure attitudes toward mathematics in

Gender Difference Influence Students’ Performance in Learning Math in Secondary Schools

International Journal Of Education, Social Studies, And Management (IJESSM)

As mathematics has been viewed for decades as a strereotyped male domain, gender differences in mathematics learning have received strong attention from scholars. This study, therefore, investigates the influences of gender differences on students’ performance in learning math in secondary school context. The study used a synthesis research. This method of research is undertaken by synthesizing any relevant studies in order to draw conclusion. Some empirical studies investigating the issues of gender difference and learning match were carefully analyzed and synthesized to draw the links between gender differences and secondary students’ academic achievements in learning math. The findings show that male students outperform female students in mathematics learning for three reasons. First, social gender stereotypes about students’ math ability may lead students to endorse math-gender stereotype themselves. This kind of stereotype makes male students more confident whereas female stude...

Gender Effects on Attitudes and Achievement in Mathematics

2010

This paper discusses the relevance, rationale, controversies and limits of the question; how does gender affect mathematics attitudes and achievement in the United States? The historical context of this question including efficacy theories, women‟ s ...

Gender Comparison of Attitude of Senior Secondary School Students Towards Mathematics in Ekiti State, Nigeria

European Scientific Journal, ESJ, 2014

This study investigated the comparison of male and female Senior Secondary School students’ attitude towards mathematics. The study employed descriptive research design of the survey type. The population for the study consisted of all senior secondary school students in Ekiti state, Nigeria. The sample for the study was six hundred [600] senior secondary school students consisting of 300 males and 300 females selected from 12 senior secondary schools using multistage, stratified and purposive random sampling techniques .The mathematics attitude scale constructed and validated by the researchers was adopted and used as instrument for gathering data . The study shows that the attitude of students towards mathematics did not depend upon sex. Therefore, it is recommended that sex should not be considered as a factor influencing the attitude of students towards mathematics and those teachers should teach mathematics freely among the students of different sexes.

Gender differences in boys' and girls' perception of teaching and learning mathematics

Gender differences between boys and girls in the perception of the classroom setting, and their relationship to achievement in mathematics and aspects of self-regulated learning skills are the focus for this article. Throughout the component analysis of answers from 6758 Swedish students we found some differences in how boys and girls perceive their classroom setting and some differences in boys’ and girls’ relationship to mathematics. According to the classroom setting, we found that boys feel that they use group work more than the girls do. Boys also feel that they have an influence over the content and are more involved during the lesson than girls. With respect to students’ relations to mathematics we found that boys perceive mathematics to be more important than girls do. One implication for teachers from the study points out how different aspects of a perceived learning environment affect students’, boys’ and girls’, achievement in mathematics.