Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics

Birenbaum, Menucha; Nasser, Fadia

doi:10.1016/j.learninstruc.2005.12.004

Cited by 40 publications

(32 citation statements)

References 41 publications

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“…Based on a secondary analysis of the large Israeli Ministry of Education's nationwide data set, Birenbaum and Nasser (2006) reported a large performance discrepancy at the grade 8 level which was consistent with earlier findings from TIMSS 1999. In addition, their analysis anticipated the wide discrepancy between Jewish and Arab students who earned the Israeli matriculation certificate in 1996, 69% of Jewish students as compared to 49% of Arab students (Birenbaum & Nasser, 2006).…”

Section: Contextualising the Studysupporting

confidence: 84%

“…In addition, their analysis anticipated the wide discrepancy between Jewish and Arab students who earned the Israeli matriculation certificate in 1996, 69% of Jewish students as compared to 49% of Arab students (Birenbaum & Nasser, 2006). These findings are not new, however Birenbaum and Nasser (2006) concluded that despite this large performance gap, ''Arab students exhibited a more positive attitude to mathematics, and Arab girls exhibited an even more achievement-enhancing pattern than Arab boys'' (p. 37).…”

Section: Contextualising the Studymentioning

confidence: 97%

“…The educational systems for Arabs and Jews are segregated, although both are run by the Israeli Ministry of Education (Ayalon, 2002;Birenbaum & Nasser, 2006). Nationwide the retention rate from first grade to 12th grade ranges from 74% to 80% (Ministry of Education.Israel 2007).…”

Section: Contextualising the Studymentioning

confidence: 99%

See 2 more Smart Citations

Israeli Jewish and Arab students’ gendering of mathematics

Forgasz

Mittelberg

2008

ZDM Mathematics Education

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Section: Contextualising the Studysupporting

confidence: 84%

Section: Contextualising the Studymentioning

confidence: 97%

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Israeli Jewish and Arab students’ gendering of mathematics

Forgasz

Mittelberg

2008

ZDM Mathematics Education

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“…Claxton and Carr [9] investigated how to enhance the students' positive learning disposition from the aspects of teachers, curriculum and learning environment, so that students can be a ready, willing and able to devote the growth of learning. Birenbaum and Nasser [10] found that there are gender differences in mathematics disposition.…”

Section: Mathematical Dispositionsmentioning

confidence: 99%

A Longitudinal Study for Types and Changes of Students' Mathematical Disposition

Lin¹,

Tai²

2016

ujer

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Mathematical disposition could influence learning and performance, they usually determine how well students motivate themselves and persevere in the face of difficulties, and they influence the choices-making about coursework, and even educational and career paths. The aim of this study is to investigate the same students' mathematical disposition types and changes from 6 th grade to 8 th grade, and examine the relationship between mathematical disposition and mathematics achievement. The results showed that students' math disposition can be classified into three kinds of leaning orientation: give-up, peer-cooperative for mastery, and self-regulated for mastery. The students possessing the orientation of self-regulated for mastery perform best, followed by peer-cooperative for mastery, and give-up students perform weakest. The variance explained by the types of mathematical disposition in 6th grade is about 7%. While the students promoted to 8th grade, these three types of students still have the same pattern in mathematics achievement, the variance explained is about 5%. To examine the changes of mathematical disposition from 6 th to 8 th grade, there were three kinds of disposition change pattern: High and stable, moderate and stable, and decline. Only about 7.4% of students are the decline, most students' mathematical dispositions are quite stable across 3 years, especially the self-regulated for mastery and the peer-cooperative for mastery. This study proved the relationship between the students' mathematical disposition and achievement. This suggests that mathematics educators need to focus not just on the development of math knowledge and skills, but on the development of the mathematics disposition.

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“…A clear pattern favoring male students becomes evident during middle school and even more significant at the upper secondary level (Birenbaum and Nasser 2006;McGraw et al 2006;Slater 2001).…”

Section: Gender Gaps In Early Childhood Mathematics Achievementmentioning

confidence: 99%

Mathematics Skills in Early Childhood: Exploring Gender and Ethnic Patterns

2010

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This study is purposed to investigate gender gaps in mathematics within (boys vs. girls in each ethnic group) and between four major ethnic groups (boys vs. boys and girls vs. girls between ethnic groups) using a nationally representative data, ECLS-K (Early Childhood Longitudinal Study-K Cohort). The sample includes 9,824 Whites, 2,469 African American, 3,015 Hispanic, and 1,100 Asian students. Two Analyses of Variance (ANOVA) models based on gender were conducted to assess the statistical significance of differences among ethnic groups and Latent Growth Curve (LGC) models were used to measure growth functions at each point of times. According to the results, gender gaps in mathematics performance were statistically significant and varied by ethnicity at different points in time. White male students consistently showed significantly higher scores on mathematics than White female students from kindergarten through the third grade. Among other ethnic groups (African Americans, Hispanics and Asian Americans) gender gaps in mathematics were not as consistent. However, regardless of student ethnic backgrounds, a gender gap favoring male students became statistically significant at the third grade. White male students also scored significantly higher than male students of other ethnic groups from kindergarten through the third grade, and White female students scored higher than girls from other ethnic groups.

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Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics

Cited by 40 publications

References 41 publications

Israeli Jewish and Arab students’ gendering of mathematics

Israeli Jewish and Arab students’ gendering of mathematics

A Longitudinal Study for Types and Changes of Students' Mathematical Disposition

Mathematics Skills in Early Childhood: Exploring Gender and Ethnic Patterns

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