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... Although, from elementary schools advanced math courses, to college calculus courses, to math related careers, one significant thing seems to be in the vast minority, women (O’brien, Martinez-Pons, & Kopala, 1999; Forster & Mueller, 2002). ...
Gender differences in mathematics have not been consistent and continue to be a much debated topic (Leder, 1992). ... In addition, a variable that is often not taken into consideration is the preconceived stereotypes which teachers may bring into the classroom (gender bias). ...
Statement of the Problem
The purpose of this study is to examine the effect of gender on mathematic performance at the fifth grade level. ... The results of a study by O’brien, and colleagues (1999) indicated gender directly predicted students career interests in science and math fields, and ethnic identity significantly predicted mathematics self-efficacy. Another study by Hyde, and colleagues (1990) indicate that gender differences in most aspects of mathematic attitudes and affect are small, with the one exception being the stereotyping of math as a male domain.
Some math stereotypes may even affect females before they have a chance to formulate their own opinions or views toward the subject. Tiedemann (2002) speculates the lower achievement rate of females in school may be directly correlated with teachers’ gender stereotypes. ... Mathematics continues to be viewed as male domain, therefore many teachers hold gender-differentiated views of their students’ academic abilities (Tiedemann, 2002 ). ... While teachers who do not endorse the male dominant stereotype found no gender differences in mathematic ability among their students.
The implementation of single-sex mathematic classrooms would seem to be an excellent way to eliminate teachers’ gender stereotypes. Parker and Rennie (2002) studied the teachers’ implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms.
Approximate Word count = 1416
Approximate Pages = 5.7
(250 words per page double spaced)
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