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Determination of Primary School Teachers' Mathematical Gender Stereotypes and Examination of Their Reflection on Students

Yıl 2022, Sayı: 29, 235 - 264, 31.01.2022

Öz

This study aims to investigate primary school teachers’ mathematical gender stereotypes and to discover whether these stereotypes, if any, are reflected on students. The study was designed as a multiphase mixed methods study. Accordingly, in the quantitative and qualitative stages of the study, different sample groups including both fourth-grade teachers and fourth-grade students in Ankara were studied. Teachers’ Gender Stereotype Scale toward Mathematics, observation form, Students’ Gender Stereotype Questionnaire and Mathematics Achievement Test were sequentially used to collect data. The data were analyzed by Mann Whithey U test and content analysis. Results demonstrate that in comparision to the teacher who has neutral gender related beliefs toward mathematics, the teacher with strong traditional mathematical gender stereotypes favouring their male students. However, results show that students do not internalise their teachers’ mathematical gender stereotypes, and, Hense, there is reflection of teachers’ gender stereotypes on students’ mathematical achievements. By carrying out longitudinal studies, it should be followed at which educational level students begin to acquire such gendered perspectives, which academic fields and professions they choose, and thus the effects of teacher characteristics on students should be revealed more comprehensively.

Kaynakça

  • Akhan, S. (2015). Ortaokul ogrencilerinin matematik basarisinin matematik tutumu, okul kulturu ve bazi demografik degiskenlerle ilisskisinin incelenmesi [A research on the relation of the math attitude, school culture and some demographic variables with the math achievement of secondary school students]. (Master’s Thesis), Gaziantep Universitesi, Gaziantep.
  • Akhan, S., & Bindak, R. (2017). Bazi kisisel degiskenlerin ortaokul ogrencilerinin matematik basarisi uzerindeki etkisi: Bir regresyon modeli [The effect of some individual variables on secondary school students’ math achievement: A regression model]. Ihlara Egitim Arsstırmaları Dergisi, 2(2), 5-17.
  • Ayvaz, M. (2013). Ortaokul ogrencilerinin zihinsel donusturme stratejilerinin matematik basarisi, sinif duzeyi ve cinsiyet degiskenleri baglaminda incelenmesi [Examination of strategies used by primary school students in solving mental rotation tasks in relation to their mathematical achievement, gender and grade level]. (Master’s Thesis). Marmara Universitesi, Istanbul.
  • Bandura, A. (1997). Self-efficacy. The exercise of control. Newyork: W. H. Freeman and Company.
  • Baron-Cohen S., Knickmeyer R. C., & Belmonte M. K. (2005). Sex differences in the brain: implications for explaining autism. Science 310(5749), 819-823. Becker, J. R., (1981). Differential treatment of females and males in mathematics classes. Journal for Research in Mathematics Education, 12(1), 40-53.
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.
  • Blakemore, J. E. O. (2003). Children's beliefs about violating gender norms: Boys shouldn't look like girls, and girls shouldn't act like boys. Sex Roles, 48(9–10), 411–419.
  • Brophy, J. E., & Good, T. L. (1970). Teacher-child dyadic interactions: A new method of classroom observation. Journal of School Psychology, 8(2), 131-138.
  • Caplan, J. B., & Caplan, P. J. (2005). The Perseverative Search for Sex Differences in Mathematics Ability. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 25–47). Cambridge University.
  • Casad, B. J., Hale, P., & Wachs, F. L. (2017). Stereotype threat among girls’ differences by gender identity and math education context. Psychology of Women Quarterly, 41(4), 513-529.
  • Ceci, S. J., Williams, W. M., & Barnett, S. M. (2009). Women's underrepresentation in science: sociocultural and biological considerations. Psychological Bulletin, 135(2), 218-261.
  • Chapman, E., Baron-Cohen, S., Auyeung, B., Knickmeyer, R., Taylor, K., & Hackett, G. (2006). Fetal testosterone and empathy: evidence from the empathy quotient (EQ) and the "reading the mind in the eyes" test. Social Neuroscience, 1(2), 135-148.
  • Chionidou-Moskofoglou, M., & Chatzivasiliadou-Lekka, K. (2008). Teachers’ perceptions about gender differences in Greek Primary School Mathematics classrooms. In promoting equity in maths achievement. The current discussion. Selected contributions from the proceedings of the Barcelona (25 January, 07) and the Paris (25 April, 07) workshops (pp. 111- 117).
  • Creswell, J. W. (2017). Karma yontem arastırmalarına giris [A Concise introduction to mixed methods research]. (M. Sozbilir, Cev.). Ankara: Pegem.
  • Denner. J., Laursen, B., Dickson, D., & Hartl, A. C. (2016). Latino children’s math confidence: The role of mothers’ gender stereotypes and involvement across the transition to middle school. Journal of Early Adolescence, 38(4), 1–17.
  • Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(33), 3-9.
  • Dokmen, Y. Z. (2017). Toplumsal cinsiyet: Sosyal psikolojik aciklamalar [Gender: Social psychological explanations]. Istanbul: Remzi.
  • Doyle, R. A., & Voyer, D. (2016). Stereotype manipulation effects on math and spatial test performance: A meta-analysis. Learning and Individual Differences, 47(2016), 103- 116.
  • Drisko, J. W., & Maschi, T. (2016). Content analysis. Pocket guides to social work research methods. Oxford University.
  • Duffy, J., Warren, K., & Walsh, M. (2001). Classroom interactions: Gender of teacher, gender of student, and classroom subject. Sex Roles, 45(9-10), 579-593.
  • Dweck, C. S., Davidson, W., Nelson, S., & Enna, B. (1978). Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis. Developmental Psychology, 14(3), 268-276.
  • Ergun, S. (2003). Okul oncesi egitim alan ve almayan ilkogretim birinci sinif ogrencilerinin matematik yetenek ve basarilarinin karsilastirilmali olarak incelenmesi [Comparison of mathematical successes and ability of the first year students who studied in kindergartens in primary school to those who didn't]. (Master’s Thesis). Marmara Universitesi, Istanbul.
  • Esen, Y. (2015). Toplumsal cinsiyet esitligi ve egitim. Bolu: Kemal.
  • Felson, R. B., & Trudeau, L. (1991). Gender differences in mathematics performance. Social Psychology Quarterly, 54(2), 113-126. Fidan, E. (2013). Ilkokul ogrencileri icin matematik dersi sayilar ogrenme alaninda basarı testi gelistirilmesi [Development of achievement tests in the number domain of mathematics course for elementary school students]. (Master’s Thesis). Ankara Universitesi Egitim Bilimleri Enstitusu, Ankara.
  • Golombok, S., & Fivush, R. (1994). Gender development. Cambridge: Cambridge University.
  • Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3– 4), 153–166.
  • Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology, 53(2002), 575-604. https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/datasets/employmentbyoccupationemp04.
  • Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494-495.
  • Hyde, J. S., Mertz, J. E., & Schekman, R. (2009). Gender, culture, and mathematics performance. Proceedings of the National Academy of Sciences of the United States of America, 106(22), 8801-8807.
  • Jones, M. G., & Wheatley, J. (1990). Gender differences in teacher student interactions in science classrooms. Journal of Research in Science Teaching, 27(9), 861-874.
  • Kalayci, N., & Hayirsever, F. (2014). Toplumsal cinsiyet esitligi baglaminda vatandaslik ve demokrasi egitimi ders kitabina yonelik bir inceleme ve bu konuya iliskin ogrenci algilarinin belirlenmesi [An analysis of Citizenship and Democracy Education text book in the context of gender equality and determining students’ perceptions on gender equality]. Kuram ve Uygulamada Egitim Bilimleri, 14(3), 1049-1074.
  • Keller, C. (2001). Effect of teachers' stereotyping on students' stereotyping of mathematics as a male domain. The Journal of Social Psychology, 141(2), 165-173.
  • Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance. British Journal of Educational Psychology, 77(2), 323-338.
  • Keller, J., & Dauenheimer, D. (2003). Stereotype threat in the classroom: Dejection mediates the disrupting threat effect on women’s math performance. Personality and Social Psychology Bulletin, 29(3), 371-381.
  • Kiefer, A. K., & Sekaquaptewa, D. (2007). Implicit stereotypes, gender identification, and math-related outcomes a prospective study of female college students. Psychological Science, 18(1), 13-18.
  • Koblitz, A. H. (2002). Mathematics and gender: Some cross-cultural observations. In G.Hanna (Ed..), Towards gender equity in mathematics education. (pp. 93-109). Kluwer.
  • Kulunk-Akyurt, G. (2019). Ilkokul 4. iınif ogrencilerinin matematik motivasyonu, kaygisi ve basarisi arasindaki iliskinin incelenmesi [An analysis of between mathematics motivation, anxiety and achievement of 4th graders]. (Master’s Thesis). Ordu University, Ordu.
  • Kurtz-Costes, B., Rowley, S. J., Harris-Britt, A., & Woods, T. A. (2008). Gender stereotypes about mathematics and science and self-perceptions of ability in late childhood and early adolescence. Merrill-Palmer Quarterly, 54(3), 386-409.
  • Leahey, E., & Guo, G. (2001). Gender Differences in Mathematical Trajectories. Social Forces, 80(2), 713–732.
  • Li, M., Zhang, Y., Liu, H. & Hao, Y. (2017). Gender differences in mathematics achievement in Beijing: A meta-analysis. British Journal of Educational Psychology, 1-18.
  • Lindberg, S. M., Hyde, J. S., Peterson, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123–1135.
  • Lummis, M., & Stevenson, H. W. (1990). Gender differences in beliefs and achievement: A cross-cultural study. Developmental Psychology, 26(2), 254-263.
  • Martinot, D., & Désert, M. (2007). Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls. Social Psychology of Education, 10(4), 455–471.
  • Martinot, D., Bagès, C., & Désert, M. (2012). French children’s awareness of gender stereotypes about mathematics and reading: When girls improve their reputation in math. Sex Roles, 66(3–4), 210–219.
  • McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child Development, 74(2), 498–515.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Mittelberg, D., Rozner, O., & Forgasz, H. (2011). Mathematics and gender stereotypes in one Jewish and one Druze grade 5 classroom in Israel. Education Research International, 2011(2011), 1-10.
  • Muzzatti, B., & Agnoli, F. (2007). Gender and mathematics: Attitudes and stereotype threat susceptibility in Italian children. Developmental Psychology, 43(3), 747–759.
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Yıl 2022, Sayı: 29, 235 - 264, 31.01.2022

Öz

Kaynakça

  • Akhan, S. (2015). Ortaokul ogrencilerinin matematik basarisinin matematik tutumu, okul kulturu ve bazi demografik degiskenlerle ilisskisinin incelenmesi [A research on the relation of the math attitude, school culture and some demographic variables with the math achievement of secondary school students]. (Master’s Thesis), Gaziantep Universitesi, Gaziantep.
  • Akhan, S., & Bindak, R. (2017). Bazi kisisel degiskenlerin ortaokul ogrencilerinin matematik basarisi uzerindeki etkisi: Bir regresyon modeli [The effect of some individual variables on secondary school students’ math achievement: A regression model]. Ihlara Egitim Arsstırmaları Dergisi, 2(2), 5-17.
  • Ayvaz, M. (2013). Ortaokul ogrencilerinin zihinsel donusturme stratejilerinin matematik basarisi, sinif duzeyi ve cinsiyet degiskenleri baglaminda incelenmesi [Examination of strategies used by primary school students in solving mental rotation tasks in relation to their mathematical achievement, gender and grade level]. (Master’s Thesis). Marmara Universitesi, Istanbul.
  • Bandura, A. (1997). Self-efficacy. The exercise of control. Newyork: W. H. Freeman and Company.
  • Baron-Cohen S., Knickmeyer R. C., & Belmonte M. K. (2005). Sex differences in the brain: implications for explaining autism. Science 310(5749), 819-823. Becker, J. R., (1981). Differential treatment of females and males in mathematics classes. Journal for Research in Mathematics Education, 12(1), 40-53.
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.
  • Blakemore, J. E. O. (2003). Children's beliefs about violating gender norms: Boys shouldn't look like girls, and girls shouldn't act like boys. Sex Roles, 48(9–10), 411–419.
  • Brophy, J. E., & Good, T. L. (1970). Teacher-child dyadic interactions: A new method of classroom observation. Journal of School Psychology, 8(2), 131-138.
  • Caplan, J. B., & Caplan, P. J. (2005). The Perseverative Search for Sex Differences in Mathematics Ability. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 25–47). Cambridge University.
  • Casad, B. J., Hale, P., & Wachs, F. L. (2017). Stereotype threat among girls’ differences by gender identity and math education context. Psychology of Women Quarterly, 41(4), 513-529.
  • Ceci, S. J., Williams, W. M., & Barnett, S. M. (2009). Women's underrepresentation in science: sociocultural and biological considerations. Psychological Bulletin, 135(2), 218-261.
  • Chapman, E., Baron-Cohen, S., Auyeung, B., Knickmeyer, R., Taylor, K., & Hackett, G. (2006). Fetal testosterone and empathy: evidence from the empathy quotient (EQ) and the "reading the mind in the eyes" test. Social Neuroscience, 1(2), 135-148.
  • Chionidou-Moskofoglou, M., & Chatzivasiliadou-Lekka, K. (2008). Teachers’ perceptions about gender differences in Greek Primary School Mathematics classrooms. In promoting equity in maths achievement. The current discussion. Selected contributions from the proceedings of the Barcelona (25 January, 07) and the Paris (25 April, 07) workshops (pp. 111- 117).
  • Creswell, J. W. (2017). Karma yontem arastırmalarına giris [A Concise introduction to mixed methods research]. (M. Sozbilir, Cev.). Ankara: Pegem.
  • Denner. J., Laursen, B., Dickson, D., & Hartl, A. C. (2016). Latino children’s math confidence: The role of mothers’ gender stereotypes and involvement across the transition to middle school. Journal of Early Adolescence, 38(4), 1–17.
  • Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(33), 3-9.
  • Dokmen, Y. Z. (2017). Toplumsal cinsiyet: Sosyal psikolojik aciklamalar [Gender: Social psychological explanations]. Istanbul: Remzi.
  • Doyle, R. A., & Voyer, D. (2016). Stereotype manipulation effects on math and spatial test performance: A meta-analysis. Learning and Individual Differences, 47(2016), 103- 116.
  • Drisko, J. W., & Maschi, T. (2016). Content analysis. Pocket guides to social work research methods. Oxford University.
  • Duffy, J., Warren, K., & Walsh, M. (2001). Classroom interactions: Gender of teacher, gender of student, and classroom subject. Sex Roles, 45(9-10), 579-593.
  • Dweck, C. S., Davidson, W., Nelson, S., & Enna, B. (1978). Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis. Developmental Psychology, 14(3), 268-276.
  • Ergun, S. (2003). Okul oncesi egitim alan ve almayan ilkogretim birinci sinif ogrencilerinin matematik yetenek ve basarilarinin karsilastirilmali olarak incelenmesi [Comparison of mathematical successes and ability of the first year students who studied in kindergartens in primary school to those who didn't]. (Master’s Thesis). Marmara Universitesi, Istanbul.
  • Esen, Y. (2015). Toplumsal cinsiyet esitligi ve egitim. Bolu: Kemal.
  • Felson, R. B., & Trudeau, L. (1991). Gender differences in mathematics performance. Social Psychology Quarterly, 54(2), 113-126. Fidan, E. (2013). Ilkokul ogrencileri icin matematik dersi sayilar ogrenme alaninda basarı testi gelistirilmesi [Development of achievement tests in the number domain of mathematics course for elementary school students]. (Master’s Thesis). Ankara Universitesi Egitim Bilimleri Enstitusu, Ankara.
  • Golombok, S., & Fivush, R. (1994). Gender development. Cambridge: Cambridge University.
  • Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3– 4), 153–166.
  • Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology, 53(2002), 575-604. https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/datasets/employmentbyoccupationemp04.
  • Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494-495.
  • Hyde, J. S., Mertz, J. E., & Schekman, R. (2009). Gender, culture, and mathematics performance. Proceedings of the National Academy of Sciences of the United States of America, 106(22), 8801-8807.
  • Jones, M. G., & Wheatley, J. (1990). Gender differences in teacher student interactions in science classrooms. Journal of Research in Science Teaching, 27(9), 861-874.
  • Kalayci, N., & Hayirsever, F. (2014). Toplumsal cinsiyet esitligi baglaminda vatandaslik ve demokrasi egitimi ders kitabina yonelik bir inceleme ve bu konuya iliskin ogrenci algilarinin belirlenmesi [An analysis of Citizenship and Democracy Education text book in the context of gender equality and determining students’ perceptions on gender equality]. Kuram ve Uygulamada Egitim Bilimleri, 14(3), 1049-1074.
  • Keller, C. (2001). Effect of teachers' stereotyping on students' stereotyping of mathematics as a male domain. The Journal of Social Psychology, 141(2), 165-173.
  • Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance. British Journal of Educational Psychology, 77(2), 323-338.
  • Keller, J., & Dauenheimer, D. (2003). Stereotype threat in the classroom: Dejection mediates the disrupting threat effect on women’s math performance. Personality and Social Psychology Bulletin, 29(3), 371-381.
  • Kiefer, A. K., & Sekaquaptewa, D. (2007). Implicit stereotypes, gender identification, and math-related outcomes a prospective study of female college students. Psychological Science, 18(1), 13-18.
  • Koblitz, A. H. (2002). Mathematics and gender: Some cross-cultural observations. In G.Hanna (Ed..), Towards gender equity in mathematics education. (pp. 93-109). Kluwer.
  • Kulunk-Akyurt, G. (2019). Ilkokul 4. iınif ogrencilerinin matematik motivasyonu, kaygisi ve basarisi arasindaki iliskinin incelenmesi [An analysis of between mathematics motivation, anxiety and achievement of 4th graders]. (Master’s Thesis). Ordu University, Ordu.
  • Kurtz-Costes, B., Rowley, S. J., Harris-Britt, A., & Woods, T. A. (2008). Gender stereotypes about mathematics and science and self-perceptions of ability in late childhood and early adolescence. Merrill-Palmer Quarterly, 54(3), 386-409.
  • Leahey, E., & Guo, G. (2001). Gender Differences in Mathematical Trajectories. Social Forces, 80(2), 713–732.
  • Li, M., Zhang, Y., Liu, H. & Hao, Y. (2017). Gender differences in mathematics achievement in Beijing: A meta-analysis. British Journal of Educational Psychology, 1-18.
  • Lindberg, S. M., Hyde, J. S., Peterson, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123–1135.
  • Lummis, M., & Stevenson, H. W. (1990). Gender differences in beliefs and achievement: A cross-cultural study. Developmental Psychology, 26(2), 254-263.
  • Martinot, D., & Désert, M. (2007). Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls. Social Psychology of Education, 10(4), 455–471.
  • Martinot, D., Bagès, C., & Désert, M. (2012). French children’s awareness of gender stereotypes about mathematics and reading: When girls improve their reputation in math. Sex Roles, 66(3–4), 210–219.
  • McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child Development, 74(2), 498–515.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Mittelberg, D., Rozner, O., & Forgasz, H. (2011). Mathematics and gender stereotypes in one Jewish and one Druze grade 5 classroom in Israel. Education Research International, 2011(2011), 1-10.
  • Muzzatti, B., & Agnoli, F. (2007). Gender and mathematics: Attitudes and stereotype threat susceptibility in Italian children. Developmental Psychology, 43(3), 747–759.
  • Myhill, D., & Jones, S. (2006). ‘She doesn't shout at no girls’: Pupils' perceptions of gender equity in the classroom. Cambridge Journal of Education, 36(1), 99-113.
  • Nurlu, O. (2017). Developing a Teachers Gender Stereotype Scale toward Mathematics. International Electronic Journal of Elementary Education, 10(2), 287-299.
  • OSYM. (2018). 2018 YKS degerlendirme raporu [2018 YKS evaluation report]. https://dokuman.osym.gov.tr/pdfdokuman/2018/GENEL/YKSDegrapor06082018.pdf
  • OSYM. (2018). Egitim ve ogretim alanları sınıflamasına gore lisans duzeyindeki ogrenci sayıları, 2017-2018 [Number of undergraduate students according to the classification of education and training fields, 2017-2018]. file:///C:/Users/Erun/Downloads/istatistikler.pdf
  • Penner, A. M. (2008). Gender differences in extreme mathematical achievement: An international perspective on biological and social factors. American Journal of Sociology, 114(S1), 138 –170.
  • Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Information Age.
  • Roman, H. T. (2004). Why math is so important. Tech Directions, 63(10), 16–18.
  • Rowley, S. J., Kurtz-Costes, B., Mistry, R., & Feagans, L. (2007). Social status as a predictor of race and gender stereotypes in late childhood and early adolescence. Social Development, 16(1), 150-168.
  • Ruble, D.N., Martin, C. L., & Berenbaum, S.A. (2006). Gender Development. In N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3, Personality and social development (pp. 858– 932). Wiley.
  • Sadker, M., Sadker, D., & Klein, S. (1991). The issue of gender in elementary and secondary education. Review of Research in Education, 17(1991), 269-334.
  • Sari, M. H. & Ekici, G. (2018). Ilkokul 4. sinif ogrencilerinin matematik basarilari ile aritmetik performanslarini etkileyen duyussal degiskenlerin belirlenmesi [Determination of affective variables affecting mathematical achievement and arithmetic performance of primary school 4th grade students]. Uluslararası Toplum Arastirmalari Dergisi, 8(15), 1562-1594.
  • Sayilan, F. (2012). Toplumsal cinsiyet ve egitim [Gender and education]. Ankara: Dipnot.
  • Schmader, T. (2002). Gender identification moderates stereotype threat effects on women's math performance. Journal of Experimental Social Psychology, 38(2), 194-201.
  • Schwery, D., Hulac, D., & Schweinle, A. (2016). Understanding the gender gap in mathematics achievement: The role of self-efficacy and stereotype threat. School Psychology Forum, 10(4), 386-396.
  • Steele, J. (2003). Children's gender stereotypes about math: The role of stereotype stratification. Journal of Applied Social Psychology, 33(12), 2587-2606.
  • Swinton, A. D., Kurtz-Costes, B., Rowley, S J., & Okeke-Adeyanju, N. (2011). A longitudinal examination of African American adolescents’ attributions about achievement outcomes, Child Development, 82(5), 1486-1500.
  • Tan, M. (2008). Egitim [Education]. In M. Tan, Y. Ecevit, S. S. Usur ve S. Acuner (Ed.), Turkiye’de toplumsal cinsiyet esitligi: Sorunlar, oncelikler ve cozum onerileri [Gender equality in Turkey: Issues, priorities and recommendations] (pp.23-105). İstanbul: TUSİAD-KAGİDER.
  • Tiedemann, J. (2000). Gender-related beliefs of teachers in elementary school mathematics. Educational Studies in Mathematics, 41(2), 191-207.
  • Tiedemann, J. (2002). Teachers' gender stereotypes as determinants of teacher perceptions in elementary school mathematics. Educational Studies in Mathematics, 50(1), 49- 62.
  • Tomasetto, C., Alparone, F. R., & Cadinu, M. (2011). Girls’ math performance under stereotype threat: The moderating role of mothers’ gender stereotypes. Developmental Psychology, 47(4), 943–949.
  • Tomasetto, C., Mirisola, A., Galdi, S., & Cadinu, M. (2015). Parents’ math–gender stereotypes, children’s self-perception of ability, and children’s appraisal of parents’ evaluations in 6- year-olds. Contemporary Educational Psychology, 42(2015), 186– 198.
  • Van de Gaer, E., Pustjens, H., Van Damme, J., & De Munter, A. (2008). Mathematics participation and mathematics achievement across secondary school: The role of gender. Sex Roles, 59(7-8), 568-585.
  • Wilder, S. (2013). Effects of parental involvement on academic achievement: a metasynthesis. Educational Review, 66(3), 377-397.
  • Yagan Guder, S, & Guler Yildiz, T. (2016). Okuloncesi donemdeki cocuklarin toplumsal cinsiyet algilarinda ailenin rolu [Role of the family in preschool children’s perception of gender]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 31(2), 424-446.
  • Yildirim, S. (2011). oz-yeterlik, ice yonelik motivasyon, kaygi ve matematik basarisi: Turkiye, Japonya ve Finlandiya'dan bulgular. Necatibey Egitim Fakultesi Elektronik Fen ve Matematik Egitimi Dergisi, 5(1), 277-291.
  • Yilmaz, H. R. (2015). Ilkogretim ikinci kademe ogrencilerinde matematik basarısı ile matematik kaygisi, sınav kaygisi ve bazi demografik degiskenlerle iliskisinin incelenmesi [Maths success with math anxi̇ety, test anxi̇ety and some demographi̇c vari̇ables investigation of relations in secondary school students]. (Master’s Thesis), Gaziantep University, Gaziantep.
  • Yucel, Z., & Koc, M. (2011). The relationship between the prediction level of elementary school students’ math achievement by their math attitudes and gender. Elementary Education Online, 10(1), 133-143.
  • Zhao, F., Zhang, Y., Alterman, V., Zhang, B., & Yu, G. (2016). Can math-gender stereotypes be reduced? A theory-based intervention program with adolescent girls. Current Psychology, 1–13. Retrived from https://link.springer.com/article/10.1007/s12144- 016-9543.
Toplam 76 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Özge Nurlu Üstün Bu kişi benim

Naciye Aksoy Bu kişi benim

Yayımlanma Tarihi 31 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Sayı: 29

Kaynak Göster

APA Nurlu Üstün, Ö., & Aksoy, N. (2022). Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students. Eğitimde Nitel Araştırmalar Dergisi(29), 235-264.
AMA Nurlu Üstün Ö, Aksoy N. Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students. Derginin Amacı ve Kapsamı. Ocak 2022;(29):235-264.
Chicago Nurlu Üstün, Özge, ve Naciye Aksoy. “Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students”. Eğitimde Nitel Araştırmalar Dergisi, sy. 29 (Ocak 2022): 235-64.
EndNote Nurlu Üstün Ö, Aksoy N (01 Ocak 2022) Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students. Eğitimde Nitel Araştırmalar Dergisi 29 235–264.
IEEE Ö. Nurlu Üstün ve N. Aksoy, “Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students”, Derginin Amacı ve Kapsamı, sy. 29, ss. 235–264, Ocak 2022.
ISNAD Nurlu Üstün, Özge - Aksoy, Naciye. “Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students”. Eğitimde Nitel Araştırmalar Dergisi 29 (Ocak 2022), 235-264.
JAMA Nurlu Üstün Ö, Aksoy N. Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students. Derginin Amacı ve Kapsamı. 2022;:235–264.
MLA Nurlu Üstün, Özge ve Naciye Aksoy. “Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students”. Eğitimde Nitel Araştırmalar Dergisi, sy. 29, 2022, ss. 235-64.
Vancouver Nurlu Üstün Ö, Aksoy N. Determination of Primary School Teachers’ Mathematical Gender Stereotypes and Examination of Their Reflection on Students. Derginin Amacı ve Kapsamı. 2022(29):235-64.