Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

Journal Title: Kwartalnik Pedagogiczny - Year 2017, Vol 62, Issue 2

Abstract

The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.<br/><br/>

Authors and Affiliations

Dorota Turska, Urszula Oszwa

Keywords

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  • EP ID EP215886
  • DOI 10.5604/01.3001.0010.3278
  • Views 68
  • Downloads 0

How To Cite

Dorota Turska, Urszula Oszwa (2017). Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic. Kwartalnik Pedagogiczny, 62(2), 25-40. https://europub.co.uk./articles/-A-215886