Classroom talk and gender differences in mathematics.

Title: Classroom talk and gender differences in mathematics.
Identifier: AAI3008840
identifier: 3008840
Creator: Kelly, Elizabeth.
Contributor: Adviser: Pamela T. Reid
Date: 2001
Language: English
Publisher: City University of New York.
Subject: Psychology, Developmental | Education, Mathematics | Women's Studies
Abstract: 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.
Type: dissertation
Source: PQT Legacy CUNY.xlsx
degree: Ph.D.