Abstract:
The purpose of this study was to reinforce research on gender differences in math
education in Lebanon by studying the topic as it pertains to students’ attitudes and
achievement, teachers’ beliefs, as well as teachers’ differential behavior with boys and
girls. The sample consisted of 171 students in grades 7, 8 and 9 and their three
corresponding math teachers. The researcher administered questionnaires to students
concerning their attitudes toward math, interviewed teachers and conducted classroom
observations. The results of the study showed that girls and boys in grades 7, 8 and 9 held
similar moderately positive attitudes toward mathematics. With respect to achievement,
no significant differences were found in math averages between boys and girls. Results
also showed that teachers were not gender biased in their choice of the most successful
students. They attributed girls’ success to ability and effort whereas boys’ success was
attributed to ability and intrinsic motivation. Finally, the classroom observations showed
that the number of boys who participated in class exceeded that of girls. In addition, a
higher number of boys were called to the board or asked to answer a question.
