Abstract:
The purpose of this study was to determine the extent
to which gender differences exist in student attitudes
toward mathematics and in their performance in mathematics
at the Grade Seven and Eight level. The study also
questioned how parents influence the attitudes of this grade
level of male and female students toward mathematics.
Historically, the literature has demonstrated gender
differences in the attitudes of students toward mathematics,
and in parental support for classroom performance in
mathematics. This study was an attempt to examine these
differences at one senior public school in the Peel Board of
Education.
One hundred three Grade Seven and Eight students at a
middle school in the Peel Board of Education volunteered to
take part in a survey that examined their attitudes toward
mathematics, their perceptions of their parents' attitudes
toward mathematics and support for good performance in the
mathematics classroom, parental expectations for education
and future career choices. Gender differences related to
performance levels in the mathematics classroom were
examined using Pearson contingency analyses. Items from the
survey that showed significant differences involved
confidence in mathematics and confidence in writing
mathematics tests, as well as a belief in the ability to work on mathematics problems. Male students in both the
high and low performance groups demonstrated higher levels
of confidence than the females in those groups. Female
students, however, indicated interest in careers that would
require training and knowledge of higher mathematics.
Some of the reasons given to explain the gender
differences in confidence levels included socialization
pressures on females, peer acceptance, and attribution of
success. Perceived parental support showed no significant
differences across gender groups or performance levels.
Possible explanations dealt with the family structure of the
participants in the study.
Studies that, in the past, have demonstrated gender
differences in confidence levels were supported by this
study, and discussed in detail. Studies that reported on
differences in parental support for student performance,
based on the gender of the parent, were not confirmed by
this study, and reasons for this were also discussed.
The implications for the classroom include: 1) build
on the female students' strengths that will allow them to
enjoy their experiences in mathematics; 2) stop using the
boys as a comparison group; and 3) make students more aware
of the need to continue studying mathematics to ensure a
wider choice of future careers.
