Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

• Authors: Turska, Dorota , Oszwa, Urszula

Abstracts

PL

The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.

Keywords

PL

education; mathematics; gender stereotype; ability attributions

• Publisher: Wydawnictwa Uniwersytetu Warszawskiego
• Journal: Kwartalnik Pedagogiczny
• Year: 2017
• Volume: 62(2 (244))
• Pages: 25-40

Contributors

author

Turska, Dorota

author

Oszwa, Urszula

Identifiers

DOI

10.5604/01.3001.0010.3278