کلیشه های جنسیتی، عملکرد و شناسایی با ریاضی

موضوع فارسی :کلیشه های جنسیتی، عملکرد و شناسایی با ریاضی

موضوع انگلیسی :Gender Stereotypes, Performance and Identification with Math


تعداد صفحه :9

فرمت فایل :PDF

سال انتشار :2015

زبان مقاله : انگلیسی

Previous research has showed that school achievements depend on students´ motivation and identification (Zimmerman, 2000).
There are some differences between girls and boys beliefs about mathematics (Gallagher & Kaufman, 2005). We still do not have
enough information about relations between identification and gender beliefs and about the impact of those two areas on real
knowledge. The paper presents new research on academic achievements and attitudes of girls and boys in mathematics. The basic
aim is to test whether there is a correlation between mathematical knowledge/performance, identification with mathematics and
gender schemas. The study involved 436 boys and girls who were divided into two age groups – 10 or 11 years old and 14 or 15
years old. Data were collected using a questionnaire focusing both on identification with math, and on gender schemas. The
second source of data was a didactic test with 10 or 12 math items from TIMSS. In all three areas (identification with math,
gender schemas, didactic test), average scores were calculated. Correlations between scores were identified. Differences
concerning gender and age were examined. Results show that boys and girls reach similar test scores and have similar
identification with math. Gender beliefs about mathematics were pretty strong and got stronger for boys and the older group. As
children get older, differences between boys and girls increase as does heterogeneity within each group. However, the
relationship between performance, beliefs and identification is low, except for the group of older boys. The paper discusses some
more results and recommendations for math schooling from psychological perspective