Gender Difference in Teachers’ Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms

Haroun, Ramzi F.; Ng, Dicky; Abdelfattah, Faisal; Al-Salouli, Misfer Saud

doi:10.1007/s10763-015-9631-8

Cited by 12 publications

(19 citation statements)

References 32 publications

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“…The students evaluate the analysis results because of the differences in the results. This difference is supported by several previous researchers that gender differences provide differences in teaching mathematics (Chudgar & Sankar, 2008;Haroun et al, 2016;Smail, 2017).…”

Section: Assessing the Fairness Of Ideassupporting

confidence: 72%

“…Gender issues in mathematics education have been studied for more than three decades in many countries (Haroun, Abdelfattah, & AlSalouli, 2016). Gender is one of the aspects that affect and provide differences in teachers' quality in learning mathematics (Maulana, Helms-Lorenz, & van de Grift, 2015;Abdullah et al, 2017).…”

Section: Gendermentioning

confidence: 99%

“…Gender is one of the aspects that affect and provide differences in teachers' quality in learning mathematics (Maulana, Helms-Lorenz, & van de Grift, 2015;Abdullah et al, 2017). Haroun et al (2016) examined teachers' gender differences in teaching knowledge in Saudi Arabia, which concluded that female teachers obtained significantly better content knowledge scores than male teachers. Chudgar & Sankar (2008) found that male and female teachers were different in managing classrooms.…”

Section: Gendermentioning

confidence: 99%

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Teaching Higher Order Thinking Skills in Mathematics Classrooms: Gender Differences

Sa’dijah¹,

Murtafiah²,

Anwar³

et al. 2021

J. Math. Educ.

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This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.

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Section: Assessing the Fairness Of Ideassupporting

confidence: 72%

Section: Gendermentioning

confidence: 99%

Section: Gendermentioning

confidence: 99%

See 1 more Smart Citation

Teaching Higher Order Thinking Skills in Mathematics Classrooms: Gender Differences

Sa’dijah¹,

Murtafiah²,

Anwar³

et al. 2021

J. Math. Educ.

View full text Add to dashboard Cite

show abstract

“…The latter is affirmed in an exemplary manner by very recent research conducted by Haroun et al (2016) in Saudi Arabia. In attempting to explain why female mathematics students outperform male students in their country, Haroun et al (2016) discover the solution in the teaching strategy and approach of their female mathematics teachers. Single sex schools are the norm in Saudi Arabia, so male mathematics students would typically be exposed to male teachers, and female students to female teachers only.…”

Section: In Conclusionmentioning

confidence: 64%

“…Lindberg et al (2010Lindberg et al ( , p. 1129 summarise their broad meta-analysis by concluding that "gender is not a strong predictor of mathematics performance." The findings of Haroun et al (2016) and Lindberg et al (2010) are supported by Ajai and Imoko (2015) via their study to determine possible achievement differences between the two genders, involving 428 senior secondary students from the African country of Nigeria in problem-based learning. Their conclusion (Ajai & Imoko, 2015, p. 48) is that "female students outperformed their male counterparts, though the difference is not statistically significant", which verifies that female students have reached parity with male students in respect of achievement in mathematics.…”

Section: Testing For Significant Differences Between Subgroups Of Parmentioning

confidence: 78%

Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

Jacobs

Durandt

2016

EURASIA J MATH SCI T

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This study explores the attitudes of mathematics pre-service teachers, based on their initial exposure to a model-eliciting challenge. The new Curriculum and Assessment Policy Statement determines that mathematics students should be able to identify, investigate and solve problems via modelling. The unpreparedness of mathematics teachers in teaching modelling is widely recognized. Modelling was thus included for the first time in the mathematics education curriculum of a South African university. Based on their modelling exposure, the participants revealed their attitudes via an Attitudes towards Mathematics Modelling Inventory. The Mann Whitney U-test detected significant differences between gender and achievement groups. Most participants displayed positive attitudes towards modelling, even after this brief exposure. The main implications of the study are that the modelling competencies of mathematics pre-service-teachers could be strengthened during their formal education by lecturers that adopt an appropriate modelling pedagogy that takes cognizance of their attitudes, while gradually building their confidence

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References

2020

Learning to Make a Difference

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This study investigates how Saudi mathematics teachers develop their understanding of classroom dialogue through a 'reform orientated' professional development programme modelled as a Community of Practice (Wenger 1998). It hypothesizes that Saudi Arabia provides an interesting context for research on teachers' professional development due the recent introduction of a 'reform orientated' primary mathematics curriculum which emphasizes a more active, dialogic role for students. This contrasts with the teacher-dominated, transmissionist pedagogy, which is widely recognized to be dominant in Saudi classrooms, thus creating a contradictory and conflicted context in which to conduct research on professional development.

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Gender Difference in Teachers’ Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms

Cited by 12 publications

References 32 publications

Teaching Higher Order Thinking Skills in Mathematics Classrooms: Gender Differences

Teaching Higher Order Thinking Skills in Mathematics Classrooms: Gender Differences

Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

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