The Valuing of Mathematics Learning in Schools: A Gendered Perspective

Barkatsas, A, Law, H, Seah, W and Wong, N 2019, 'The Valuing of Mathematics Learning in Schools: A Gendered Perspective', International Journal on Emerging Mathematics Education, vol. 3, no. 1, pp. 41-56.


Document type: Journal Article
Collection: Journal Articles

Title The Valuing of Mathematics Learning in Schools: A Gendered Perspective
Author(s) Barkatsas, A
Law, H
Seah, W
Wong, N
Year 2019
Journal name International Journal on Emerging Mathematics Education
Volume number 3
Issue number 1
Start page 41
End page 56
Total pages 16
Publisher Magister Pendidikan Matematika (Universitas Ahmad Dahlan)
Abstract In this article gender differences in the valuing of mathematics by Hong Kong primary and secondary students have been investigated. The participants were 1081 upper primary school (Grades 5 and 6) and secondary school (Grades 8 and 9) students from various metropolitan Hong Kong schools. An Analysis of Variance (ANOVA) was conducted to investigate the existence of gender differences on a number of values components. Statistically significant differences between boys' and girls' valuing of mathematics learning were found on three of the nine components derived via a Principal Component Analysis (PCA).
Subject Mathematics and Numeracy Curriculum and Pedagogy
Secondary Education
Keyword(s) Asian learners
gender
Hong Kong
culture
values
DOI - identifier 10.12928/ijeme.v3i1.11648
Copyright notice © Creative Commons Attribution 4.0 International License.
ISSN 2548-5806
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