Gender, self-concept and teachers of mathematics: Effects on attitudes to teaching and learning

Relich, Joe

doi:10.1007/bf00302629

Cited by 36 publications

(26 citation statements)

References 19 publications

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“…According to the test results, the mean score for male and female indicated that female scored more favorable attitude towards teaching mathematics than male. This result is supported by another researcher's findings (Relich, 1996) which claim that there is gender difference between female and male teachers' attitudes to teaching mathematics.…”

Section: Discussionsupporting

confidence: 53%

Prospective Primary School Teachers’ Attitudes Towards Teaching Mathematics

Tabuk¹

2018

JEL

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The aim of the study is to determine prospective primary school teachers' attitudes towards teaching mathematics. The study is designed according to model of survey in the descriptive type. A total of 236 prospective primary school teachers were examined in order to investigate the effect of gender and program differences on their attitudes towards teaching mathematics. In the study, the questionnaire "Teaching Mathematics" was used to collect the data from prospective teachers. The results revealed that the prospective teachers have positive attitude towards teaching mathematics. It was found also that gender and grade level are not significant factor on attitude scores. Finally, various suggestions were presented for future studies in accordance with the findings obtained.

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Section: Discussionsupporting

confidence: 53%

Prospective Primary School Teachers’ Attitudes Towards Teaching Mathematics

Tabuk¹

2018

JEL

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“…It is recognised that a student's prime, but by no means only, source of mathematical experiences is the classroom (Franke, 1988;National Council of Teachers of Mathematics, 1998) and that what occurs in the mathematics classroom influences student beliefs (Relich, 1995). Critical to the classroom implementation of the learning and teaching of mathematics is the teacher and, in particular, the beliefs of the teacher.…”

mentioning

confidence: 99%

Head mathematics teachers’ beliefs about the learning and teaching of mathematics

1999

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“…The stories of these four teachers chime with Relich's recent study of teachers' self-concept and its effect on their attitudes to teaching and learning (Relich, 1996):…”

Section: Discussionmentioning

confidence: 88%

“…There is a danger that, in ignoring past personal histories in mathematics, we may be helping to perpetuate a cycle of mathematics teaching that generates narrow conceptions of the subject and concomitant negative feelings towards it (Relich, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…If, as Relich (1996) suggests, teachers are perpetuating their experiences and passing these on to a new generation, then the problem for ITE and CPD gains a new urgency. The linear model of mathematics as unconnected skills and procedures which was experienced by my interviewees and which led to their disengagement is still the view of mathematics that they themselves continue to hold -even if they feel more positive about mathematics now: In the light of the experiences of the teachers interviewed this seems woefully inadequate and indicates that the Government and their agencies are rather missing the point, at least when it comes to mathematics.…”

Section: Implications For the Futurementioning

confidence: 99%

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