Author: Natasha Christou
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This mixed-method study explores the attitudes towards mathematics of sixth form high achieving students opting for advanced mathematics in Cyprus and England. The study aimed to examine differences or similarities between male and female students in Cyprus and England in terms of their attitudes towards mathematics and compare them within and across the two countries. In addition, the study aimed to develop an insight into the factors that may influence the attitudes towards mathematics of male and female students in the two countries involved. Data were collected through a Likert-scale questionnaire and a semi-structured interview. Factor Analysis was employed for the questionnaire data which was followed by Multivariate Analysis of Variance (MANOVA) and post-hoc tests. The interview data were analysed using thematic analysis. The study revealed that the overwhelming majority of students in Cyprus and England had positive attitudes towards mathematics (i.e. a utilitarian view of mathematics, interest in mathematics, and desire to pursue studies in mathematics-related fields). Findings from the study also indicate that perceived parental/teacher influence in mathematical learning had a positive impact on students' attitudes towards mathematics. However, a small number of students in both countries expressed negative feelings towards their mathematics teachers. The students in Cyprus often felt that the mathematics teachers at school did not play a significant role in their mathematical learning, because of the immense influence of private tutors in Cyprus. On the other hand, those students in England who expressed negative feelings towards their mathematics teachers attributed these feelings to their teachers' teaching styles and personality. In addition, findings suggest that female students in Cyprus had a less gender stereotypical view of mathematical ability compared to female students in England and male students in Cyprus. Conversely, for both male and female students in England mathematics was an area of strong male significance in a symbolic sense (i.e. images of male mathematicians dominating higher-level mathematics, or thoughts of boys being naturally good at mathematics and girls being good at languages, etc.).
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002333
Category :
Languages : en
Pages : 82
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Book Description
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 96
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Book Description
Author: Markku S. Hannula
Publisher: Springer
ISBN: 3319328115
Category : Education
Languages : en
Pages : 42
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Book Description
This book records the state of the art in research on mathematics-related affect. It discusses the concepts and theories of mathematics-related affect along the lines of three dimensions. The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. The book contains one chapter on motivation, including discussions on how emotions and beliefs relate to motivation. There are two chapters that focus on beliefs and a chapter on attitude which cross-cuts through all these categories. The second dimension covers a rapidly fluctuating state to a more stable trait. All chapters in the book focus on trait-type affect and the chapter on motivation discusses both these dimensions. The third dimension regards the three main levels of theorizing: physiological (embodied), psychological (individual) and social. All chapters reflect that mathematics-related affect has mainly been studied using psychological theories.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 880
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Book Description
Author: Olof Steinthorsdottir
Publisher: IAP
ISBN: 1617350435
Category : Education
Languages : en
Pages : 467
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Book Description
Why a book on gender issues in mathematics in the 21st century? Several factors have influenced the undertaking of this project by the editors. First, an international volume focusing on gender and mathematics has not appeared since publication of papers emerging from the 1996 International Congress on Mathematical Education (Keitel, 1998). Surely it was time for an updated look at this critical area of mathematics education. Second, we have had lively discussion and working groups on gender issues at conferences of the International Group for the Psychology of Mathematics Education [PME] for the past four years, sessions at which stimulating and ground-breaking research has been discussed by participants from many different countries. Some publication seemed essential to share this new knowledge emerging from a wider variety of countries and from different cultural perspectives. Third, some western countries such as Australia and the USA have experienced in recent years a focus on the “boy problem,” with an underlying assumption that issues of females and mathematics have been solved and are no longer worthy of interest. Thus it seemed timely to look more closely at the issue of gender and mathematics internationally. When the idea for this volume first emerged, invitations were issued to those regularly attending the working and discussion groups at PME. Potential authors were charged to focus on gender issues in mathematics and were given wide scope to hone in on the issues that were central to their own research efforts, or were in receipt or in need of close attention in their own national or regional contexts.
Author: Gila Hanna
Publisher: Springer Science & Business Media
ISBN: 0306472058
Category : Education
Languages : en
Pages : 308
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Book Description
THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by “education” and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1016
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Book Description
Author: Stephen John Norton
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 398
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Book Description
In general, students' attitudes were found to deteriorate in more senior grades. There were significant sex differences on all scales except Attitude Towards Success and usefulness of Mathematics. Boys tended to have more positive attitudes than girls. Students from single sex schools had more positive attitudes than students from coeducational schools. The results of this thesis indicate that students in single sex school environments are more likely to hold attitudes that are consistent with success in mathematical study. Girls in coeducational schools are particularly disadvantaged, with generally less positive attitudes.
Author: Kofi Osei-Agyapong
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659598173
Category :
Languages : en
Pages : 84
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Book Description
In the educational curriculum of countries the world over, Mathematics is a basic and compulsory subject in many courses of academic studies, from the formative years to the tertiary level. Some contend that the importance of attitude towards mathematics is its connection to achievement; McLeod (1992) found a low but significant correlation between these two factors - thus, more positive attitude may produce a higher level of achievement... There is a school of thought that society in general and girls in particular, consider mathematics as a male domain - that Mathematics is either too mechanical or too technical for girls. Girls are also considered as not being able to think or work scientifically (Agholor, 1993). The failure to make mathematics appealing and safe for ALL is turning the potential for social profit into grave deficit, the cost of which the average taxpayers will bear both financially and socially (Ogden and Germinario, 1988, p. xvii). This book investigates the attitudes of students towards the study of mathematics with the radar on women in particular to ascertain whether indeed their fewer numbers in mathematics is due to stereotyped attitudes and myths.
