id: 05311916
dt: j
an: 2008e.00104
au: Kloosterman, Peter; Tassell (Hagemeyer), Janet; Ponniah, Ann G.; Esses, N.
Kathryn
ti: Perceptions of mathematics and gender.
so: Sch. Sci. Math. 108, No. 4, 149-162 (2008).
py: 2008
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: C63 B50
ut: student attitudes; females; gender differences; males; secondary school
students; mathematical concepts; concept formation; preservice
teachers; elementary school teachers; gender issues; educational
research
ci:
li: doi:10.1111/j.1949-8594.2008.tb17821.x
ab: Summary: This study examined studentsâ€™ perceptions about gender and the
subject of mathematics, as well as gender and mathematics learning.
Secondary school students and pre-service elementary teachers were
surveyed using the Mathematics as a Gendered Domain and Who and
Mathematics instruments developed by Leder and Forgasz (Leder, 2001).
The data indicate that, similar to findings from the 1970s, students
believe that mathematics is gender neutral, although females hold this
belief more strongly than males. Female secondary school students hold
beliefs in gender neutrality more strongly than female pre-service
teachers. Data for secondary school students indicate that both males
and females see differences in the way boys and girls act and are
treated in mathematics classes (e.g., boys cause more distractions
while girls care more about doing well). The data also show that
secondary school males who believe they are good mathematics students
tend to have more gender-neutral perceptions than those who believe
they are average or below average. No such pattern appears for
secondary school females. (ERIC)
rv: