Do girls count in mathematics?

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

5 Citations (Scopus)

Abstract

This chapter examines quantitative and qualitative aspects of interactions between teachers and boys and girls in their classes. The different patterns of teacher interactions with their male and female students should be seen in parallel with the ways males and females regard themselves as learners of mathematics. The differences in boys' and girls' self ratings of mathematics ability are further confirmed by their different responses to items that tapped their attributions for success and failure in mathematics. The chapter surveys students' attitudes to mathematics, and particularly their attributions for success and failure in mathematics. A number of differences in students' perceptions and descriptions of their own mathematics ability were also found. Boys were more positive than girls about their mathematics ability and also showed more functional pattern of attribution for their success and failure in mathematics. Gender difference in relation to achievement and participation in mathematics continues to attract much attention, from research community as well as from government bodies.

Original languageEnglish
Title of host publicationEducating Girls
Subtitle of host publicationPractice and Research
EditorsGilah C. Leder, Shirley N. Sampson
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter7
Pages84-97
Number of pages14
Edition1st
ISBN (Electronic)9781351685832, 9781315168395
ISBN (Print)0043640281, 9781138051164
DOIs
Publication statusPublished - 1989

Publication series

NameRoutledge Library Editions: Education and Gender
Volume20

Cite this

Leder, G. C. (1989). Do girls count in mathematics? In G. C. Leder, & S. N. Sampson (Eds.), Educating Girls: Practice and Research (1st ed., pp. 84-97). (Routledge Library Editions: Education and Gender; Vol. 20). Abingdon UK: Routledge. https://doi.org/10.4324/9781315168395-9
Leder, Gilah C. / Do girls count in mathematics?. Educating Girls: Practice and Research. editor / Gilah C. Leder ; Shirley N. Sampson. 1st. ed. Abingdon UK : Routledge, 1989. pp. 84-97 (Routledge Library Editions: Education and Gender).
@inbook{02b95fb6054b4ab4a56900e39d9701e8,
title = "Do girls count in mathematics?",
abstract = "This chapter examines quantitative and qualitative aspects of interactions between teachers and boys and girls in their classes. The different patterns of teacher interactions with their male and female students should be seen in parallel with the ways males and females regard themselves as learners of mathematics. The differences in boys' and girls' self ratings of mathematics ability are further confirmed by their different responses to items that tapped their attributions for success and failure in mathematics. The chapter surveys students' attitudes to mathematics, and particularly their attributions for success and failure in mathematics. A number of differences in students' perceptions and descriptions of their own mathematics ability were also found. Boys were more positive than girls about their mathematics ability and also showed more functional pattern of attribution for their success and failure in mathematics. Gender difference in relation to achievement and participation in mathematics continues to attract much attention, from research community as well as from government bodies.",
author = "Leder, {Gilah C.}",
year = "1989",
doi = "10.4324/9781315168395-9",
language = "English",
isbn = "0043640281",
series = "Routledge Library Editions: Education and Gender",
publisher = "Routledge",
pages = "84--97",
editor = "Leder, {Gilah C.} and Sampson, {Shirley N.}",
booktitle = "Educating Girls",
address = "United Kingdom",
edition = "1st",

}

Leder, GC 1989, Do girls count in mathematics? in GC Leder & SN Sampson (eds), Educating Girls: Practice and Research. 1st edn, Routledge Library Editions: Education and Gender, vol. 20, Routledge, Abingdon UK, pp. 84-97. https://doi.org/10.4324/9781315168395-9

Do girls count in mathematics? / Leder, Gilah C.

Educating Girls: Practice and Research. ed. / Gilah C. Leder; Shirley N. Sampson. 1st. ed. Abingdon UK : Routledge, 1989. p. 84-97 (Routledge Library Editions: Education and Gender; Vol. 20).

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

TY - CHAP

T1 - Do girls count in mathematics?

AU - Leder, Gilah C.

PY - 1989

Y1 - 1989

N2 - This chapter examines quantitative and qualitative aspects of interactions between teachers and boys and girls in their classes. The different patterns of teacher interactions with their male and female students should be seen in parallel with the ways males and females regard themselves as learners of mathematics. The differences in boys' and girls' self ratings of mathematics ability are further confirmed by their different responses to items that tapped their attributions for success and failure in mathematics. The chapter surveys students' attitudes to mathematics, and particularly their attributions for success and failure in mathematics. A number of differences in students' perceptions and descriptions of their own mathematics ability were also found. Boys were more positive than girls about their mathematics ability and also showed more functional pattern of attribution for their success and failure in mathematics. Gender difference in relation to achievement and participation in mathematics continues to attract much attention, from research community as well as from government bodies.

AB - This chapter examines quantitative and qualitative aspects of interactions between teachers and boys and girls in their classes. The different patterns of teacher interactions with their male and female students should be seen in parallel with the ways males and females regard themselves as learners of mathematics. The differences in boys' and girls' self ratings of mathematics ability are further confirmed by their different responses to items that tapped their attributions for success and failure in mathematics. The chapter surveys students' attitudes to mathematics, and particularly their attributions for success and failure in mathematics. A number of differences in students' perceptions and descriptions of their own mathematics ability were also found. Boys were more positive than girls about their mathematics ability and also showed more functional pattern of attribution for their success and failure in mathematics. Gender difference in relation to achievement and participation in mathematics continues to attract much attention, from research community as well as from government bodies.

UR - http://www.scopus.com/inward/record.url?scp=85065695238&partnerID=8YFLogxK

U2 - 10.4324/9781315168395-9

DO - 10.4324/9781315168395-9

M3 - Chapter (Book)

SN - 0043640281

SN - 9781138051164

T3 - Routledge Library Editions: Education and Gender

SP - 84

EP - 97

BT - Educating Girls

A2 - Leder, Gilah C.

A2 - Sampson, Shirley N.

PB - Routledge

CY - Abingdon UK

ER -

Leder GC. Do girls count in mathematics? In Leder GC, Sampson SN, editors, Educating Girls: Practice and Research. 1st ed. Abingdon UK: Routledge. 1989. p. 84-97. (Routledge Library Editions: Education and Gender). https://doi.org/10.4324/9781315168395-9