Stereotyp płci w uczeniu się matematyki – percepcja nauczyciela

2018 ◽  
Vol 63 (3 (249)) ◽  
pp. 57-73
Author(s):  
Dorota Turska ◽  
Urszula Oszwa
Keyword(s):  
Gender Stereotypes ◽  
Research Programme ◽  
Junior High Schools ◽  
Male Students ◽  
Beliefs About Mathematics ◽  
Teachers Beliefs ◽  
Polish Version ◽  
Educational Implications ◽  
The Subject ◽  
The Relationship

The importance of the stereotypes and teachers’ beliefs about mathematics as the male domain, for the students’ perception of their competences and achievements is the subject of extensive research. It is generally assumed that teachers – as guardians of socialisation – replicate this stereotype. An attempt to measure the stereotypical teachers’ assumptions has been offered only by J. Tiedemann (2002). It has become an inspiration to design the authors’ own research programme in which the relationship between increased stereotype beliefs and teachers’ asymmetry of female and male students’ abilities is sought. The paper presents the results of the study of the Polish version of the Gender Stereotypes Scale among 120 mathematics teachers (95 female, 25 male) from junior high schools. It has been shown that a) the stereotype is irrespective of the teacher’s gender, b) its profile is different in the sample of male and female respondents, c) the length of employment does not differentiate it. The educational implications of the obtained data have been presented in the paper.

Too Pretty for Homework: Sexualized Gender Stereotypes Predict Academic Attitudes for Gender-Typical Early Adolescent Girls

2018 ◽  
Vol 39 (4) ◽  
pp. 603-617 ◽  
Author(s):  
Andrew A. Nelson ◽  
Christia Spears Brown
Keyword(s):  
Adolescent Girls ◽  
Gender Stereotypes ◽  
Academic Outcomes ◽  
Early Adolescent ◽  
Gender Typicality ◽  
Academic Attitudes ◽  
Educational Implications ◽  
Academic Motivations ◽  
And Gender ◽  
The Relationship

Sexualized gender stereotypes (SGS) are commonly endorsed by adolescent girls. These stereotypes include the notion that girls can enhance their social status by prioritizing their sexualized attractiveness, which necessitates downplaying other traits such as intelligence. According to the stereotype emulation hypothesis, a girl will be more likely to “emulate” SGS if she also identifies as a typical girl. Based on this hypothesis, the current study examined the relationship between girls’ SGS endorsement and their academic motivations, beliefs, and motivations—and whether this relationship was moderated by gender typicality. Girls ( N = 99), aged 11 years to 14 years ( Meanage = 12.4 years, SD = .57 years), completed a survey assessing their academic outcomes, SGS endorsement, and gender typicality. As hypothesized, results indicated that higher endorsement of SGS was generally associated with maladaptive academic outcomes, and this association was the strongest for highly gender-typical girls. Theoretical and educational implications are discussed.

scholarly journals A STUDY OF RELATIONSHIP OF COGNITIVE STYLES WITH STUDENTS’ ACADEMIC ACHIEVEMENT IN THE SUBJECT OF SCIENCE AT ELEMENTARY LEVEL

2010 ◽  
Vol 27 (1) ◽  
Author(s):  
Shagufta Akhtar
Keyword(s):  
Academic Achievement ◽  
Cognitive Styles ◽  
Male Students ◽  
High Achievers ◽  
Elementary Level ◽  
Field Independence ◽  
Field Dependent ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship

This paper aimed at investigating the relationship of cognitive styles withstudents’ academic achievement in the subject of science at elementary level. Asample of 511 students, studying in 8th class, was taken from five Pakistani publicsector secondary schools. The data collected through the study instruments wereanalyzed by using Pearson product moment correlation, partial correlation and ttest. Results indicate that male students tended to be more field dependent, whilefemale students were more inclined towards field independence and the lowachievers were found to be field dependent while high achievers tended to be fieldindependent. Results have many implications for teachers, e.g. teachers may helpfield dependent children act more field independently to achieve well in thosesubject areas where field independence is required.

scholarly journals Students’ Beliefs toward Mathematics as Related to Their Performance in College Algebra

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Gary C. Garcia
Keyword(s):  
Development Program ◽  
College Algebra ◽  
Educational Background ◽  
Male Students ◽  
Public And Private ◽  
Teaching College ◽  
Beliefs About Mathematics ◽  
The Subject ◽  
And Performance ◽  
Difficult Subjects

The study was to determine the beliefs of SLSU-San Juan BSED freshmen towards mathematics and their performance in college algebra. Data gathered were analyzed and interpreted using Weighted Mean, Percentages, Pearson r, and the Point Biserial coefficient of correlation. Findings showed that students’ educational background is 62% and 38% from public and private respectively. Majority (66%) strongly agreed that mathematics is a challenging subject and 34% considered the latter as one of the difficult subjects. Relationship between beliefs about mathematics and performance in college algebra is statistically significant at 0.05. Relationship between students’ educational background and performance in college algebra was found to be not significant. The study proved that male students have better performance in college algebra than female. Students with positive beliefs about mathematics performed better in the subject. Educational background of the students was not a determinant for having good performance in college algebra. Considering the result of the study, teaching development program focusing on giving the importance of belief in teaching college algebra was recommended. Thus, values formation towards mathematics will be integrated in lesson planning to build positive beliefs.  Keywords - Students’ performance in Algebra, beliefs, gender and educational background.

The relationship of the scleractinian corals to the rugose corals

Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver
Keyword(s):  
Critical Points ◽  
Scleractinian Corals ◽  
Convincing Evidence ◽  
Early Triassic ◽  
Rugose Corals ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Biologic Factors

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

The Miracles and Cult of St Margaret of Scotland

2018 ◽  
Vol 97 (1) ◽  
pp. 1-11 ◽  
Author(s):  
SangDong Lee
Keyword(s):  
Historical Research ◽  
The Subject ◽  
The Relationship

Queen Margaret (1070–93) has been the subject of much historical research. Previous studies of the queen and later saint have been undertaken from several different perspectives, including the biographical, institutional and hagiographical. In addition, some scholars have focused on her piety and later cult. Although a saint's miracles were one of the significant elements affecting the development of a cult, far less interest has been shown in the geopolitical importance of the miracles attributed to St Margaret and the relationship between the miracles and the saint's cult. The intention of this paper is to examine the miracles attributed to St Margaret and to identify their characteristics within the context of their contribution to, and influence in, the development of her cult.

The Priority of Democracy

2011 ◽  
Author(s):  
Jack Knight ◽  
James Johnson
Keyword(s):  
Decision Making ◽  
Monetary Policy ◽  
Political Institutions ◽  
Federal Reserve ◽  
Democratic Politics ◽  
Institutional Choice ◽  
Democratic Process ◽  
Strong Case ◽  
The Subject ◽  
The Relationship

Pragmatism and its consequences are central issues in American politics today, yet scholars rarely examine in detail the relationship between pragmatism and politics. This book systematically explores the subject and makes a strong case for adopting a pragmatist approach to democratic politics—and for giving priority to democracy in the process of selecting and reforming political institutions. What is the primary value of democracy? When should we make decisions democratically and when should we rely on markets? And when should we accept the decisions of unelected officials, such as judges or bureaucrats? This book explores how a commitment to pragmatism should affect our answers to such important questions. It concludes that democracy is a good way of determining how these kinds of decisions should be made—even if what the democratic process determines is that not all decisions should be made democratically. So, for example, the democratically elected U.S. Congress may legitimately remove monetary policy from democratic decision-making by putting it under the control of the Federal Reserve. This book argues that pragmatism offers an original and compelling justification of democracy in terms of the unique contributions democratic institutions can make to processes of institutional choice. This focus highlights the important role that democracy plays, not in achieving consensus or commonality, but rather in addressing conflicts. Indeed, the book suggest that democratic politics is perhaps best seen less as a way of reaching consensus or agreement than as a way of structuring the terms of persistent disagreement.

Analisis Perbedaan Prestasi Belajar Mahasiswa Fakultas Tarbiyah Dan Ilmu Keguruan (Ftik) Iain Palu Pada Mata Kuliah Evaluasi Pembelajaran Berdasarkan Gender

2019 ◽  
Vol 9 (1) ◽  
pp. 152-190
Author(s):  
Wiwin Mistiani
Keyword(s):  
Student Achievement ◽  
Sampling Technique ◽  
Female Students ◽  
Male Students ◽  
Error Level ◽  
Learning Achievement ◽  
Learning Evaluation ◽  
Significant Difference ◽  
The Subject ◽  
Evaluation Of Learning

This study aims to determine the student achievement of male and female students on the subyek Evaluation of learning and to determine of Differences in student achievement FTIK IAIN Palu on the subject evaluastion learning by gender. The approach used is descriptive quantitative. While the population in this study are all students. The sampling technique is done by using proportional random sampling technique. With the number of students 60 people then the sample = 37 students of FTIK IAIN Palu. Technique of collecting data by using test and observation while data analysis using T test.From the research, 1) the average of learning achievement in the subject of male students' learning appraisal from 19 male students who are the sample in this research is 79,42 means good category. Meanwhile, from 18 female students who became the sample of the study, the average of learning achievement in the subject of female students' learning evaluation is 77 means either. 2) There is no significant difference Student Learning Achievement FTIK) IAIN Palu On the subject Evaluation Learning Based on Gender with t value equal to = 0,0267 with t table with dk 35 with error level 5% is 0,062.

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