Teachers' beliefs and gender differences in mathematics: a review
Teachers' beliefs and gender differences in mathematics: a review
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教师在数学方面的信念和性别差异：回顾
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
Qing Li
中科院分区：
文献类型：
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作者：
Qing Li
摘要本文回顾了有关性别问题和教师对数学教育的信念的文献。第一部分涉及教师性别，包括那些不直接涉及教师信仰的方面。此外，还报告了一些将性别作为变量的教师信念研究。本文最后对未来的研究提出了建议。为了帮助读者直观地了解这一领域研究文献的几个部分是如何相互关联的，已经制定了一个关于教师信念方面的性别问题的研究模式。总的来说，迄今为止的文献表明，首先，尽管缺乏确凿的证据，教师对男女学生有不同的看法。他们倾向于将数学定型为男性领域;这反映在教师倾向于高估男生的数学能力，对男生有更高的期望，对男生的态度更积极。
Summary In this paper the literature related to gender issues and teachers' beliefs regarding mathematics education is reviewed. The first part concerns teacher gender, including those aspects not directly dealing with teacher beliefs. Some studies related to teachers' beliefs considering gender as a variable are also reported. The paper concludes with recommendations for future research. To assist readers in visualizing how the several parts of the research literature in this field relate to one another, a model of research regarding gender issues in relation to teachers' beliefs has been developed. Collectively the body of literature available to date suggests that, first, despite lack of conclusive evidence, teachers have different beliefs about male and female students. They tend to stereotype mathematics as a male domain; this has been reflected in teachers' tendency to overrate male students' mathematics capability, have higher expectations for male students and more positive attitudes about male st...