Confidence in Mathematics and its Consequences: Gender differences among Israeli Jewish and Arab youth

Mittelberg, David

doi:10.1080/09540259920771

Cited by 33 publications

(24 citation statements)

References 10 publications

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“…Ayalon (2002) cited findings indicating that between 1948 and 1980 Arab females' enrolments at all levels of secondary education had equalled Arab males' and that they had higher participation rates in post-secondary education. Mittelberg and Lev-Ari (1999) noted that Arab females also had high levels of perceived achievement and self-confidence in mathematics, and were willing to consider mathematically based studies and professions in the future. Kashti (2007, 28 November) reported that recent figures from the Education Ministry in Israel revealed that Jewish females outperformed Jewish males in Hebrew and English but not in mathematics while Arab females outperformed Arab males in all three subjects.…”

Section: Contextualising the Studymentioning

confidence: 96%

“…The restricted curriculum in Arab schools was hypothesised to benefit females with respect to access to valued knowledge such as mathematics (Ayalon, 2002). Mittelberg and Lev-Ari (1999) reported that Arab girls' preparedness ''to adopt a mathematically based profession in the future is particularly high both when compared to Jewish girls as well as Jewish boys'' (p. 88).…”

Section: Contextualising the Studymentioning

confidence: 98%

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Israeli Jewish and Arab students’ gendering of mathematics

Forgasz

Mittelberg

2008

ZDM Mathematics Education

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Section: Contextualising the Studymentioning

confidence: 96%

Section: Contextualising the Studymentioning

confidence: 98%

Israeli Jewish and Arab students’ gendering of mathematics

Forgasz

Mittelberg

2008

ZDM Mathematics Education

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“…En cuanto a si el sexo influye o no en el desempeño académico en Matemáticas, hay posiciones encontradas, unas patentizan que los hombres tienen un mejor rendimiento que las mujeres, (Ruiz De Miguel & Castro, 2006), otras, la posición contraria (Stage & Kloosterman, 1995) y una tercera posición asevera que es indiferente del sexo (Mittelberg & Lilach, 1999), son otros elementos ambientales, personales, socioculturales, de socialización, (Fennema & Peterson, 1985), las relaciones con el profesorado, la autoconfianza, la motivación (Page et al, 1990) los que influyen en el rendimiento académico.…”

Section: Referentes Teóricosunclassified

Factores que determinan el rendimiento académico en Matemáticas en la Universidad Nacional de Ingeniería (UNI), Nicaragua: un modelo de ecuaciones estructurales

Hernández¹,

Rojas

2016

Univ Psychol

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RESUMENEl estudio examinó, por medio de un modelo de ecuaciones estructurales, posibles factores causales del rendimiento académico en cursos de Matemáticas de la Universidad Nacional de Ingeniería de Nicaragua, en una muestra estratificada por conglomerados de 713 estudiantes de segundo año distribuidos en 33 grupos de clases, con sus respectivos profesores. Además de la nota final en el curso, se incluyeron en el modelo causal, y de acuerdo con la literatura, variables de dimensiones sociodemográficas, psicosociales, institucionales y pedagógicas. Los resultados destacan tres variables del estudiante como determinantes del desempeño en el curso de Matemática: la inteligencia fluida, los hábitos de estudio y las actitudes negativas hacia las Matemáticas, resultando relevantes también los efectos indirectos en las dos primeras, y en las direcciones esperadas. Las variables del docente que mostraron efectos directos de importancia fueron edad, nivel académico y la asistencia a cursos pedagógicos promovidos por la institución.Palabras clave educación superior, modelos de ecuaciones estructurales, predicción, rendimiento en matemática. ABSTRACTThe study examined, using structural equations model (SEM) possible causal factors for Math achievement in students from the National University of Engineering in Nicaragua, using a stratified sample of complete conglomerates of 713 students in second year, spread over 33 groups and their respective teachers. Besides the final grade in the course, and according to the literature review, variables of the sociodemographic, psychosocial, institutional and pedagogical dimensions were included in the model. The results emphasized three student variables as determinants of the achievement in Math: fluid intelligence, study habits and negative attitudes towards Mathematics, with the indirect effects of the last two also relevant, and in the expected direction. Teacher variables that showed relevant direct effects were age, academic level and attendance to pedagogical courses promoted by the institution.| Universitas Psychologica | Colombia

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“…Even when girls are successful in mathematics, they will often express a "fear of success" more than boys (Mittelberg & Lev-Ari, 1999). Kelly (2002) writes that educational quality will likely not improve without educational equality, and that this understanding should begin in pre-service teacher preparation.…”

Section: Gender Equitymentioning

confidence: 99%

Study of Gender Differences in Performance at the U.S. Naval Academy and U.S. Coast Guard Academy

Sanders¹

2005

PsycEXTRA Dataset

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, 12b. DISTRIBUTION CODE ABSTRACT (maximum 200 words)This thesis compares the academic and military performance of women with that of men at the U.S. Naval Academy (USNA) and U.S. Coast Guard Academy (USCGA). Measures of performance are grade-point average and military proficiency scores. The SAT scores for men and women at the two academies were also compared. The population included the Classes of 1997 through 2003, totaling 1,184 cadets from USCGA and 6,598 midshipmen from USNA. A number of hypotheses were tested quantitatively for all cadets and midshipmen from these classes as well as for those who majored in a technical discipline. The results indicate that women at the two academies generally perform as well or better than do their male counterparts. This was especially true on measures of military proficiency, where women tended to outperform men, particularly those who were enrolled in a technical major. Further research should seek to explain gender differences in performance, given the pressures on women at these institutions and differences in scores on the SAT. Continued study of gender differences is recommended, and examples of possible research are provided. NUMBER OF PAGES 73 SUBJECT TERMSWomen, Military Performance, Academic Performance, Naval Academy, Coast Guard Academy PRICE CODE SECURITY CLASSIFICATION OF REPORT Unclassified SECURITY CLASSIFICATION OF THIS PAGE Unclassified SECURITY CLASSIFICATION OF ABSTRACT Unclassified LIMITATION OF ABSTRACT UL

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Confidence in Mathematics and its Consequences: Gender differences among Israeli Jewish and Arab youth

Cited by 33 publications

References 10 publications

Israeli Jewish and Arab students’ gendering of mathematics

Israeli Jewish and Arab students’ gendering of mathematics

Factores que determinan el rendimiento académico en Matemáticas en la Universidad Nacional de Ingeniería (UNI), Nicaragua: un modelo de ecuaciones estructurales

Study of Gender Differences in Performance at the U.S. Naval Academy and U.S. Coast Guard Academy

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