The conceptions of primary school teachers about gender differences in mathematical performance

Postgraduate Thesis uoadl:2896276 184 Read counter

Unit:
Κατεύθυνση Διδακτική και Μεθοδολογία των Μαθηματικών
Library of the School of Science
Deposit date:
2020-01-31
Year:
2020
Author:
Vassiou Andriani
Supervisors info:
Χαράλαμπος Σακονίδης, Καθηγητής, ΠΤΔΕ/ΔΠΘ
Δέσποινα Πόταρη, Καθηγήτρια, Μαθηματικό Τμήμα/ ΕΚΠΑ
Τριανταφύλλου Χρυσαυγή, Επίκουρη Καθηγήτρια, Μαθηματικό Τμήμα/ ΕΚΠΑ
Original Title:
Αντιλήψεις εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης σχετικά με την επίδοση των μαθητών στα μαθηματικά –η διάσταση του φύλου
Languages:
Greek
Translated title:
The conceptions of primary school teachers about gender differences in mathematical performance
Summary:
The thesis was carried out in the context of the Master’s course "Teaching and Methodology of Mathematics" and examines primary school teachers’ conceptions of gender performance in mathematics. Specifically, as the literature review is completed, the following research questions arise.
According to Greek primary school teachers:
 What factors influence students' performance in mathematics?
 Are there any gender differences in mathematics performance and, if so, in which basic mathematical knowledge skills and abilities are they identified?
 Are there differences in the reasons that both sexes succeed or fail in mathematics and, if so, what are the reasons?
The above questions are examined using a questionnaire developed for the purpose of the research. The following conclusions can be drawn from the quantitative analysis.
Based on teachers’ conceptions, the main factors affecting mathematical performance are teaching, students' cognitive level, the effort that students make and the support they receive from their parents. Equally important factors to be considered are the educational factors such as the school textbook, the curriculum and the amenities of the school. The emotional factors and personality traits of the students are also important. Furthermore, family factors such as the socio-economic level of the family or the educational level of the parents are of the greatest importance. Finally, factors such as gender, origin or religion play little or no role.
The stereotypical conceptions of primary school teachers have emerged regarding the similarities in the performance of boys and girls, with about half of them conceiving that boys often do better in math. In fact, they find this superiority in both algebraic and geometrical tasks as well as calculations or problem solving and mathematical competitions.
Finally, a fairly high proportion attributes girls’ successes to their systematic study and discipline and their failures to stress management. On the contrary, when boys do not do well in mathematics, this is due, according to teachers, to their zeal and discipline. However, it did not emerge from the research that boys do better in mathematics, because they are smarter than girls, a conception that seems to be outdated worldwide.
Main subject category:
Science
Keywords:
gender, mathematical performance, primary teachers' conceptions
Index:
Yes
Number of index pages:
1
Contains images:
Yes
Number of references:
55
Number of pages:
76
αντιληψεις εκπαιδευτικων πρωτοβάθμιας εκπαίδευσης σχετικά με την επίδοση των μαθητών στα μαθηματικά.pdf (2 MB) Open in new window