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Classroom talk and gender difference...

Kelly, Elizabeth.

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Classroom talk and gender differences in mathematics.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Classroom talk and gender differences in mathematics./
Author:	Kelly, Elizabeth.
Description:	200 p.
Notes:	Adviser: Pamela T. Reid.
Contained By:	Dissertation Abstracts International62-03B.
Subject:	Education, Mathematics. -
Online resource:	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.
LDR:01925nam 2200289 a 45 001 938251
005 20110511
008 110511s2001 eng d
020 $a 049318483X
035 $a (UnM)AAI3008840
035 $a AAI3008840
040 $a UnM $c UnM
100 1 $a Kelly, Elizabeth. $3 1037571
245 1 0 $a Classroom talk and gender differences in mathematics.
300 $a 200 p.
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.
590 $a School code: 0046.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Women's Studies. $3 1017481
690 $a 0280
690 $a 0453
690 $a 0620
710 2 0 $a City University of New York. $3 1018111
773 0 $t Dissertation Abstracts International $g 62-03B.
790 $a 0046
790 1 0 $a Reid, Pamela T., $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3008840