Sex Differences in High School Students' Causal Attributions of Performance in Mathematics

Wolleat, Patricia L.; Pedro, Joan Daniels; Becker, Ann DeVaney; Fennema, Élizabeth

doi:10.2307/748626

Cited by 54 publications

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“…Por el contrario, nuestros datos difieren de los obtenidos por Wolleat et al (1980), quienes concluyeron que las chicas explicaban su éxito por su esfuerzo, mientras que ellos lo justificaban por sus capacidades, y al explicar el fracaso las chicas atribuían más que los chicos esa cuestión a la dificultad de la tarea. Nuestros resultados indican que los chicos atribuyen sus éxitos y/o fracasos en matemáticas a su esfuerzo y sentimiento de competencia, mientras que las chicas a la suerte y a la actitud del profesor.…”

Section: Discussionunclassified

“…Otras investigaciones sobre actitudes hacia las matemáticas han sido las llevados a cabo por autores como Fennema y Sherman (1976, 1978, Whitley (1979), Wolleat, Ponte, Becker y Fennema (1980), Hannafin (1981), Schofield (1982), Haladyna, Shaughnessy y Shaughnessy (1983), Minato (1983), Smith (1985), Gairín (1990) (2000), las reacciones emocionales son el resultado de discrepancias entre lo que el sujeto espera y lo que experimenta en el momento en que se produce la reacción. Al aprender matemáticas el estudiante recibe continuos estímulos asociados a las matemáticas.…”

Section: Introductionunclassified

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El dominio afectivo en el aprendizaje de las Matemáticas.

Ignacio

2017

EJREP

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Introducción. La finalidad de este trabajo es analizar las creencias, las actitudes y las reacciones emocionales que los estudiantes experimentan en el proceso de aprendizaje de las matemáticas. El objetivo es conocer si las creencias, actitudes y atribuciones positivas acerca de sí mismos como aprendices son una fuente de motivación y expectativas de éxito ante la materia.Método. Para ello, hemos empleado una muestra de 346 alumnos de segundo ciclo de Educación Secundaria Obligatoria (ESO) de Institutos de Badajoz, a los que se les aplicó un cuestionario sobre creencias y actitudes acerca de las matemáticas.Resultados y Discusión. Concluimos que el género no guarda relación con el autoconcepto matemático.

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Section: Discussionunclassified

Section: Introductionunclassified

El dominio afectivo en el aprendizaje de las Matemáticas.

Ignacio

2017

EJREP

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“…Girls more readily attribute their success to hard work than do boys with the same intelligence, whereas boys more readily attribute their success to ability (Wolleat, Perdo, Becker, & Fennema, 1980). Problem solutions explained by teachers, textbooks, and gifted students are straightforward and concise.…”

Section: Worldviewmentioning

confidence: 94%

A Close Look at Student Problem Solving and the Teaching of Mathematics: Predicaments and Possibilities

Brady

1991

School Sci & Mathematics

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and (c) How can teachers better employ these approaches? The first section of the paper uses a 4-dimensional framework to analyze student problemsolving behavior, with related detrimental factors identified for each dimension. The second section reviews general approaches and specific techniques developed to address negative factors identified in the first section. The concluding section, using the 4-dimensional framework, examines means of developing the components of problem-solving teaching.Understanding Student Problem-Solving Behavior Understanding student problem-solving behavior is a difficult task. Because students' written work seldom reveals much about their actual thought processes, the clearest research results have come from protocol analyses, which examine everything that happens when individual students or pairs of students work on a problem. These results can be ambiguous. Different students may use the same method for different reasons, e.g., one student might use trial and error as the only method known; another, as the first method that comes to mind; and a third because the applicability of a more powerful method is not apparent. Different approaches are needed to help these students become better problem solvers. It will be important in what follows to focus more on the sources of problem-solving difficulties than on their symptoms. A useful framework for analyzing student problem-solving behavior is one based on the four dimensions identified by Schoenfeld (1985): (a) resources, (b) heuristics, (c) control, and (d) worldview. ResourcesResources refers to the knowledge of mathematical concepts and methods which the student brings to the problem at hand. Providing these resources to students seems to be the sole purpose of many mathematics textbooks and high school mathematics courses. Indeed, students' success with mathematics problems has traditionally been attributed to their mastery of mathematical concepts and methods. The resources students possess depend on the amount of mathematics they have studied and how they have studied it. These, in turn, depend on individual learning characteristics, materials used, and teachers' expectations and their approaches to teaching. For teachers, the most frustrating barrier to successful student problem solving is lost student resources. Students faced with problems calling for the use of previously studied material may have a notion that this knowledge is somewhere in their brains, but they cannot recall it. This situation, resulting from how the material was learned, is well described by Davis (1984) using a cognitive psychology model of how the mind stores and subsequently calls up information. As ideas and methods related to a particular concept are learned, a concept frame is created in the mind. When a problem encountered later calls up that frame, frame variables are filled in with values from the problem and the frame triggers appropriate responses. This, of course, assumes that the frame is well enough developed to be called up by the problem...

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“…Typically, boys perceive themselves as more competent and have higher expectations of success in mathematics, athletics, and mechanical skills. Girls have higher expectations and set higher standards for themselves in English and art (Richardson, Koller, & Katz, 1986;Wolleat, Pedro, Becker, & Fennema, 1980). Weiner et at.…”

Section: Achievement Motivationmentioning

confidence: 99%

Antecedents of Gender Differences*

Wilder¹

1997

ETS Research Report Series

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Almost any discussion of differences between the sexes in cognitive function, including that of whether such differences are an appropriate focus of . scientific inquiry, is inherently controversial. Debates prevail about virtually every aspect of the issue: whether the differences are meaningful, how they should be studied, whether they should be reported; and, perhaps most consequentially, what causes the differences in the first place.One may ask why it is necessary to explore potential cause or, at least, antecedents of the test performance data that are the substance of this book, H the differences, exist, why should it matter how they came to be? The answer, of course, is that attributions about cause have everything to do with how the differences are treated. H the causes are perceived as relatively immutable, or changeable only over geologic time periods, the response will be inaction and (perhaps reluctant) acceptance. If, on the other hand, the diagnosis is that the causes lie within domains of human effort, those who seek to eradicate the differences will be inspired and helped to devise remedial strategies. Thus, the ways in which we respond to questions about sex differences --and, indeed, the ways in which we pose these questions --have important implications for education, social policy, and parenting.Men and women lead very different lives. Some of the more verifiable dimensions of the difference involve the occupations and earnings of men and women, their relative participation in specific activities, and their relative risk for particular psychiatric and psychological disorders. For example, despite recent changes in the social roles of men and women and the fact that increasing numbers of females are entering traditionally male occupations, women are considerably less likely than men to major in science, mathematics, or engineering Supplement: Section I -2-in college and to seek careers in these fields. Women who worked full-time in 1989 earned 66 cents for every dollar earned by men, an increase of only seven cents since 1968. More than 60% of all adults currently living below the poverty line in the Unites States are women. Women are totally absent from professional baseball, basketball, and soccer. Eating disorders (obesity, anorexia, and bulimia) are much more common in females than males, and men are more likely to be diagnosed with attention deficit disorder, mental retardation, and schizoid disorders, among other psychiatric conditions.Attempts to explain the differences between males and females in cognitive functioning fall into two major classes: biological and psychosocial factors. The former include genetic influences on cognitive performance, the contribution of sex hormones, and the possibility of differential brain structures. The latter include a wide range of social and psychological factors: sex roles and sex-role stereotypes, socialization processes throughout the life cycle, individual differences, and educational experiences. It is often assumed that the two classes of exp...

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Sex Differences in High School Students' Causal Attributions of Performance in Mathematics

Cited by 54 publications

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El dominio afectivo en el aprendizaje de las Matemáticas.

El dominio afectivo en el aprendizaje de las Matemáticas.

A Close Look at Student Problem Solving and the Teaching of Mathematics: Predicaments and Possibilities

Antecedents of Gender Differences*

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