Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape

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dc.contributor.advisorEnsor, Paulaen_ZA
dc.contributor.advisorMeyer, JHFen_ZA
dc.contributor.authorRoelofse, Rosina Catherinaen_ZA
dc.date.accessioned2016-03-07T06:55:45Z
dc.date.available2016-03-07T06:55:45Z
dc.date.issued1998en_ZA
dc.descriptionBibliography: pages 75-82.en_ZA
dc.description.abstractThis dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond to 20 characteristics on a "Likert type" response format. The results generated from the present study concluded that teachers believed their female students to be their more successful mathematics students. They attributed the most successful girls' achievement mainly to effort whereas with the most successful boys, achievement was attributed to ability and effort. Both the most successful boys and girls failures on mathematics tasks were attributed to the difficulty of the task. Achievement of the least successful girls was attributed mainly to teacher's help and for the boys it was attributed to teacher's help and task. For both these groups, ability and to a lesser extent, effort, are given as the main reasons for failure on mathematics tasks. Very little difference was found between teachers' responses regarding the characteristics of their best boy and best girl mathematics students. When exploratory factor-analysis was performed a difference was found in the factor-solutions for the boys and the girls. This study suggests that there might be a difference in teachers' beliefs regarding boys and girls achievement in mathematics that is worthy of further exploration.en_ZA
dc.identifier.apacitationRoelofse, R. C. (1998). <i>Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17552en_ZA
dc.identifier.chicagocitationRoelofse, Rosina Catherina. <i>"Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1998. http://hdl.handle.net/11427/17552en_ZA
dc.identifier.citationRoelofse, R. 1998. Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Roelofse, Rosina Catherina AB - This dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond to 20 characteristics on a "Likert type" response format. The results generated from the present study concluded that teachers believed their female students to be their more successful mathematics students. They attributed the most successful girls' achievement mainly to effort whereas with the most successful boys, achievement was attributed to ability and effort. Both the most successful boys and girls failures on mathematics tasks were attributed to the difficulty of the task. Achievement of the least successful girls was attributed mainly to teacher's help and for the boys it was attributed to teacher's help and task. For both these groups, ability and to a lesser extent, effort, are given as the main reasons for failure on mathematics tasks. Very little difference was found between teachers' responses regarding the characteristics of their best boy and best girl mathematics students. When exploratory factor-analysis was performed a difference was found in the factor-solutions for the boys and the girls. This study suggests that there might be a difference in teachers' beliefs regarding boys and girls achievement in mathematics that is worthy of further exploration. DA - 1998 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1998 T1 - Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape TI - Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape UR - http://hdl.handle.net/11427/17552 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17552
dc.identifier.vancouvercitationRoelofse RC. Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1998 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17552en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherMathematics Educationen_ZA
dc.subject.otherMathematical ability - Sex differences.en_ZA
dc.subject.otherMathematical ability - Testing.en_ZA
dc.subject.otherMathematics - Study and teaching (Secondary) - South Africa - Western Capeen_ZA
dc.titleTeachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Capeen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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