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THE EFFECTS OF PRIMARY SCHOOL TEACHERS’ ATTITUDES TOWARDS THE MATHEMATICS ACHIEVEMENT FORTH GRADE STUDENTS BY GENDER

Year 2006, Volume: 8 Issue: 1, 13 - 21, 01.06.2006

Abstract

The purpose of this study was to investigate the effect of classroom teachers with weak and strong attitudes towards mathematics on fourth grade students’ mathematics achievements in terms of gender. Study was carried out on 337 fourth grade students’ (160 girls and 177 boys) who have classroom teachers with strong positive attitudes towards mathematics and 355 students (177 girls and 175 boys) who have teachers with weak positive attitudes. Results revealed that students who have teachers with strong positive attitudes towards mathematics were more suc- cessful than the students who have teachers with weak attitudes. There was also a significant interaction between teacher’s attitudes and gender. Female students were more successful when their teachers had strong positive attitude towards mathemat- ics. There were no significant differences between genders.

References

  • Aşkar, P., (1986). “Developing Attitude Mathematics Scala” Education and Science.
  • , 31-36
  • Ball, D. L., (1990). Prospective elementary and secondary teachers’ understanding of division. Journal of Research in Mathematics Education, 21, 132-144.
  • Deaux, K., Dane, F. C., Wrightsman, L. S., Sigelman C. K., (1993). Social Psy- chology in The ‘90s. California: Brooks/Cole Publishing Company.
  • Fennema, E., Peterson, P., (1985). Autonomous learning behavior: A possible explanation of gender-related differences in mathematics. In L. C. Wilkin- son & C.
  • B. Marrett (Eds.), Gender influences in classroom interaction (pp.17-35). Orlando, FL: Academic Press.
  • Fennema, E., Peterson, P., (1987). Effective teaching of boys and girls: The same or different? In D. C. Berliner & B. V. Rosenshine (Eds.), Talks to teachers: A festschrift N. L. Gage (pp. 111-125). New York: Random House
  • Friedman, L., (1989). Mathematics and gender gap: A meta-analysis of recent stud- ies on sexdifferences in mathematical tasks. Review of Educational Re- search, 59, 185-213.
  • Halpern, D., (1992). Sex differences in cognitive abilities (2nd ed.). Hilldale, NJ Erlbaum.H., J., Fennema, E., & & Lamon, S. (1990). Gender differences in mathe-
  • matics performance: A meta-analysis. Psychological Bulletin, 107, 139-
  • -
  • Jensen, R., (1993). Research ideas for the classroom: Early childhood mathematics.
  • New York: Macmillan Publishing Company.
  • Kelly, W. P., Tomhave, W. K., (1985). A study of math anxiety/math avoidance in preservice elementary teachers. Arithmetic Teacher, 32(5), 51-53.
  • Kimball, M. M., (1989). A new perspective on women’s math achievement. Psy- chologically Bulletin, 105, 198-214.
  • Kloosterman, P., Cougan, M. C., (1994). Students’ beliefs about learning school mathematics, Elementary School Journal, 94, 375-388.
  • Klubya, M. M., Glencross, M. J., (1997). Mathematics achievement ant attitudes of senior secondary school in Transkey, South Africa, Psychological Reports, 80, 915-919.
  • Leah, P.M., (2005). Effect of Demographic and Personal Variables on Achievement in Eighth-Grade Algebra. Journal of Educational Research, Jan/Feb2005, Vol. 98 (3), pp131-136.
  • Leder, G. L., (1992). Mathematics and gender: Changing perspectives. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 597-622). New York: Macmillan.
  • Linn, M. C., Hayde, J. S., (1989). Gender, mathematics, and science. EducationalRe- searcher, 18, 17-27. 1989; Ma,-X and Kishor, N. (1997)” Assessing the rela- tionship between attitude toward mathematics and achievement in mathemat- ics: a meta-analysis” Journal for Research in Mathematics Education. (28) 26- 47
  • Ma, X., (1997). Reciprocal relationship between attitude toward mathematics and achievement in mathematics, Journal of Educational Research, 90, 221-229.
  • Mills, C. J., Ablard, K. E., Stumpf, H., (1993). Gender differences in academically talented young students’ mathematical reasoning: Patterns across age and subskills. Journal of Educational Psychology, 85, 340-346.
  • Quinn, J. R., (1997). Effects of Mathematics Methods Courses on Mathematical atti- tudes and Content Knowledge of Preservice Teachers. The Journal of Educa- tional Research. Vol. 91(No.2).108-113.
  • Rech, J., Hartzell, J., Stephens, L., (1993). Comparisons of mathematical competencies and attitudes of elementary education majors with established norms of a general college population. School Science and Mathematics, 93(3), 141-145.
  • Stuart, B. Vanessa, (2000). Math Curse or Math Anxiety? Teaching ChildrenMathe- matics. Jan 2000, Vol. 6 Issue 5, pp 330
  • Swetman, D. L., (1994). Fourth Grade Math: The beginning of the end? Reading Im- provement. 31,173,176.
  • Trisha, M., (1999). Changing Student Attitudes towards mathematics. Primary Educa- tor. Vol. 5, Issue 4, 2-6.
  • Xiaoxia, A., (2002). Gender Differences in Growth sn Mathematics Achievement: Three-Level Longitudinal and Multilevel Analyses of Individual, Home, and School Influences. Mathematical Thinking And Learning, 4(1), pp. 1–22.

ÖĞRETMENLERİN MATEMATİĞE KARŞI TUTUMLARININ, CİNSİYETE GÖRE İLKÖĞRETİM 4. SINIF ÖĞRENCİLERİNİN MATEMATİK BAŞARILARINA ETKİSİ

Year 2006, Volume: 8 Issue: 1, 13 - 21, 01.06.2006

Abstract

Bu çalışmanın amacı, sınıf öğretmenlerinin matematiğe karşı olan tutum- larının, cinsiyete göre, ilköğretim 4. sınıf öğrencilerinin matematik başarıları üzerine olan etkisinin araştırılmasıdır. Matematiğe karşı pozitif tutumu olan öğretmenlerin, 337 öğrencisi (160 kız, 177 erkek) ve negatif tutumu olan öğretmenlerin, 355 öğrencisi (177 kız, 175 erkek) üzerinde yapılan çalışma sonucunda pozitif tutumu olan öğretmenlerin öğrencilerinin; negatif tutumu olan öğretmenlerin öğrencilerine göre daha başarılı olduğu görülmüştür. Bunun yanında, cinsiyete göre, olumlu tutumu olan öğretmenlerin kız öğrencilerinin de daha başarılı olmasına karşın cinsi- yetler arasında anlamlı bir fark çıkmamıştır.

References

  • Aşkar, P., (1986). “Developing Attitude Mathematics Scala” Education and Science.
  • , 31-36
  • Ball, D. L., (1990). Prospective elementary and secondary teachers’ understanding of division. Journal of Research in Mathematics Education, 21, 132-144.
  • Deaux, K., Dane, F. C., Wrightsman, L. S., Sigelman C. K., (1993). Social Psy- chology in The ‘90s. California: Brooks/Cole Publishing Company.
  • Fennema, E., Peterson, P., (1985). Autonomous learning behavior: A possible explanation of gender-related differences in mathematics. In L. C. Wilkin- son & C.
  • B. Marrett (Eds.), Gender influences in classroom interaction (pp.17-35). Orlando, FL: Academic Press.
  • Fennema, E., Peterson, P., (1987). Effective teaching of boys and girls: The same or different? In D. C. Berliner & B. V. Rosenshine (Eds.), Talks to teachers: A festschrift N. L. Gage (pp. 111-125). New York: Random House
  • Friedman, L., (1989). Mathematics and gender gap: A meta-analysis of recent stud- ies on sexdifferences in mathematical tasks. Review of Educational Re- search, 59, 185-213.
  • Halpern, D., (1992). Sex differences in cognitive abilities (2nd ed.). Hilldale, NJ Erlbaum.H., J., Fennema, E., & & Lamon, S. (1990). Gender differences in mathe-
  • matics performance: A meta-analysis. Psychological Bulletin, 107, 139-
  • -
  • Jensen, R., (1993). Research ideas for the classroom: Early childhood mathematics.
  • New York: Macmillan Publishing Company.
  • Kelly, W. P., Tomhave, W. K., (1985). A study of math anxiety/math avoidance in preservice elementary teachers. Arithmetic Teacher, 32(5), 51-53.
  • Kimball, M. M., (1989). A new perspective on women’s math achievement. Psy- chologically Bulletin, 105, 198-214.
  • Kloosterman, P., Cougan, M. C., (1994). Students’ beliefs about learning school mathematics, Elementary School Journal, 94, 375-388.
  • Klubya, M. M., Glencross, M. J., (1997). Mathematics achievement ant attitudes of senior secondary school in Transkey, South Africa, Psychological Reports, 80, 915-919.
  • Leah, P.M., (2005). Effect of Demographic and Personal Variables on Achievement in Eighth-Grade Algebra. Journal of Educational Research, Jan/Feb2005, Vol. 98 (3), pp131-136.
  • Leder, G. L., (1992). Mathematics and gender: Changing perspectives. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 597-622). New York: Macmillan.
  • Linn, M. C., Hayde, J. S., (1989). Gender, mathematics, and science. EducationalRe- searcher, 18, 17-27. 1989; Ma,-X and Kishor, N. (1997)” Assessing the rela- tionship between attitude toward mathematics and achievement in mathemat- ics: a meta-analysis” Journal for Research in Mathematics Education. (28) 26- 47
  • Ma, X., (1997). Reciprocal relationship between attitude toward mathematics and achievement in mathematics, Journal of Educational Research, 90, 221-229.
  • Mills, C. J., Ablard, K. E., Stumpf, H., (1993). Gender differences in academically talented young students’ mathematical reasoning: Patterns across age and subskills. Journal of Educational Psychology, 85, 340-346.
  • Quinn, J. R., (1997). Effects of Mathematics Methods Courses on Mathematical atti- tudes and Content Knowledge of Preservice Teachers. The Journal of Educa- tional Research. Vol. 91(No.2).108-113.
  • Rech, J., Hartzell, J., Stephens, L., (1993). Comparisons of mathematical competencies and attitudes of elementary education majors with established norms of a general college population. School Science and Mathematics, 93(3), 141-145.
  • Stuart, B. Vanessa, (2000). Math Curse or Math Anxiety? Teaching ChildrenMathe- matics. Jan 2000, Vol. 6 Issue 5, pp 330
  • Swetman, D. L., (1994). Fourth Grade Math: The beginning of the end? Reading Im- provement. 31,173,176.
  • Trisha, M., (1999). Changing Student Attitudes towards mathematics. Primary Educa- tor. Vol. 5, Issue 4, 2-6.
  • Xiaoxia, A., (2002). Gender Differences in Growth sn Mathematics Achievement: Three-Level Longitudinal and Multilevel Analyses of Individual, Home, and School Influences. Mathematical Thinking And Learning, 4(1), pp. 1–22.
There are 28 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Bülent Alcı This is me

Münire Erden This is me

Publication Date June 1, 2006
Published in Issue Year 2006 Volume: 8 Issue: 1

Cite

APA Alcı, B., & Erden, M. (2006). THE EFFECTS OF PRIMARY SCHOOL TEACHERS’ ATTITUDES TOWARDS THE MATHEMATICS ACHIEVEMENT FORTH GRADE STUDENTS BY GENDER. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 13-21.