The affective domain in learning mathematics according to students' gender

Revista Latinoamericana de Investigación en Matemática Educativa

Vanesa Rojo Robas¹  José Domingo Villarroel Villamor²  José María Madariaga Orbea³ 

[1] Universidad del País Vasco , España;Universidad del País Vasco, España;Universidad del País Vasco, España;

关键词: Secondary education;    attitudes;    motivation;    beliefs;    mathematics learning;   

DOI  :  10.12802/relime.18.2123

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown