Gender Differences in Boys' and Girls' Perception of Teaching and Learning Mathematics

Autor/inn/en	Samuelsson, Marcus; Samuelsson, Joakim
Titel	Gender Differences in Boys' and Girls' Perception of Teaching and Learning Mathematics
Quelle	In: Open Review of Educational Research, 3 (2016) 1, S.18-34 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-5507
DOI	10.1080/23265507.2015.1127770
Schlagwörter	Gender Differences; Mathematics Instruction; Student Attitudes; Foreign Countries; Learning Strategies; Student Centered Learning; Value Judgment; Teaching Methods; Secondary School Students; Grade 9; Questionnaires; Student Participation; Group Activities; Classroom Environment; Comparative Analysis; Student Motivation; Self Concept; Mathematics Achievement; Regression (Statistics); Sweden + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Werturteil; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppenaktivität; Klassenklima; Unterrichtsklima; Schulische Motivation; Selbstkonzept; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Schweden
Abstract	Gender differences between boys and girls in the perception of the classroom setting, and their relationship to achievement in mathematics and aspects of self-regulated learning skills are the focus for this article. Throughout the component analysis of answers from 6758 Swedish students we found some differences in how boys and girls perceive their classroom setting and some differences in boys' and girls' relationship to mathematics. According to the classroom setting, we found that boys feel that they use group work more than the girls do. Boys also feel that they have an influence over the content and are more involved during the lesson than girls. With respect to students' relations to mathematics we found that boys perceive mathematics to be more important than girls do. One implication for teachers from the study points out how different aspects of a perceived learning environment affect students', boys' and girls', achievement in mathematics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01