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Classroom talk and gender difference...

Kelly, Elizabeth.

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Classroom talk and gender differences in mathematics.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Classroom talk and gender differences in mathematics./
作者:	Kelly, Elizabeth.
面頁冊數:	200 p.
附註:	Adviser: Pamela T. Reid.
Contained By:	Dissertation Abstracts International62-03B.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3008840
ISBN:	049318483X

Classroom talk and gender differences in mathematics.
Kelly, Elizabeth.

Classroom talk and gender differences in mathematics. - 200 p.

Adviser: Pamela T. Reid.

Thesis (Ph.D.)--City University of New York, 2001.

In response to the continuing problems that girls face in pursuing advanced mathematics in both their education and in careers that require strong mathematics skills, this project was designed to investigate how recent developments in classroom practice can affect traditionally gender differentiated attitudes and beliefs about learning mathematics. I hypothesized that the style of classroom talk used to engage children during math instruction influences their attitudes and beliefs about their own math abilities. Findings support the hypothesis that there is a relationship between students' participation in whole group discourse and gender differences in students' confidence in learning mathematics. In classes dominated by recitation styles of interaction (teacher-centered) girls scored significantly lower than boys in a measure of students' confidence in their ability to learn mathematics. In classrooms dominated by more student-centered discussions both girls and boys had strong confidence in their abilities to learn mathematics.

ISBN: 049318483XSubjects--Topical Terms:

1017588
Education, Mathematics.

Classroom talk and gender differences in mathematics.
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245 1 0 $a Classroom talk and gender differences in mathematics.
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500 $a Adviser: Pamela T. Reid.
500 $a Source: Dissertation Abstracts International, Volume: 62-03, Section: B, page: 1617.
502 $a Thesis (Ph.D.)--City University of New York, 2001.
520 $a In response to the continuing problems that girls face in pursuing advanced mathematics in both their education and in careers that require strong mathematics skills, this project was designed to investigate how recent developments in classroom practice can affect traditionally gender differentiated attitudes and beliefs about learning mathematics. I hypothesized that the style of classroom talk used to engage children during math instruction influences their attitudes and beliefs about their own math abilities. Findings support the hypothesis that there is a relationship between students' participation in whole group discourse and gender differences in students' confidence in learning mathematics. In classes dominated by recitation styles of interaction (teacher-centered) girls scored significantly lower than boys in a measure of students' confidence in their ability to learn mathematics. In classrooms dominated by more student-centered discussions both girls and boys had strong confidence in their abilities to learn mathematics.
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650 4 $a Psychology, Developmental. $3 1017557
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