Gender Difference in Teachers' Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms

Autor/inn/en	Haroun, Ramzi F.; Ng, Dicky; Abdelfattah, Faisal A.; AlSalouli, Misfer S.
Titel	Gender Difference in Teachers' Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016), S.383-396 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9631-8
Schlagwörter	Foreign Countries; Gender Differences; Mathematics Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Single Sex Classes; Mathematics Tests; Measures (Individuals); Multiple Regression Analysis; Scores; Teaching Experience; Specialization; Predictor Variables; Comparative Analysis; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Messdaten; Arbeitsteilige Spezialisierung; Prädiktor; Saudi-Arabien
Abstract	This study examines gender differences of teachers on their mathematical knowledge for teaching in the context of single-sex classrooms in Saudi Arabia. A translated version of the Mathematical Knowledge for Teaching (MKT) instrument (Learning Mathematics for Teaching [LMT], 2008) in Number and Operation Content Knowledge (CK) and Knowledge of Content and Student (KCS) scales were administered to 197 teachers (146 male and 51 female). Two-sample "t" test and multiple regression were conducted to compare the two groups and test the effect of teacher background variables. Female teachers significantly scored better than their male counterpart. Gender, years of teaching experience, and specialization significantly predicted teachers' content knowledge, F(3, 187) = 13.180, explaining 41.8% of the variance. Only gender and specialization significantly predicted teachers' knowledge of content and student, F(2, 191) = 6.335, explaining 24.9% of the variance. Further comparing items in the MKT instrument where female teachers outperformed male teachers confirmed that female teachers were better in attending to the content knowledge in the context of student's learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01