The affective domain in learning mathematics according to students’ gender
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Universidad del País Vasco/Euskal Herriko Unibertsitatea
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Universidad del País Vasco/Euskal Herriko Unibertsitatea
Lejona, España
ISSN: 1665-2436
Year of publication: 2018
Volume: 21
Issue: 2
Pages: 183-202
Type: Article
More publications in: RELIME. Revista latinoamericana de investigación en matemática educativa
Sustainable development goals
Abstract
The performance in mathematics, the reduction of science as a vocation in university studies, as well as the demotivation and unfavourable attitudes towards mathematics generated in Secondary Education are a reason for concern. This research focuses on the affective implications tied to learning mathematics during Secondary Education, with an insight into explanatory variables such as attitudes, motivation and beliefs and their differences according to sex. The results obtained by girls show worse motivation and mathematical self - concept, as well as a less favourable attitude towards mathematics than boys. Out of 42 beliefs about mathematics, 13 show a gender difference; 10 of which belong to the category beliefs about teaching of mathematics, and of these, 5 have median effect size.
Funding information
Funders
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Euskal Herriko Unibertsitatea
- ehu 15/19