Mathematics education in Lebanon

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dc.contributor.author Sarouphim, Ketty M.
dc.contributor.author Chartouny, Madona
dc.date.accessioned 2018-02-26T09:36:22Z
dc.date.available 2018-02-26T09:36:22Z
dc.date.copyright 2017 en_US
dc.date.issued 2018-02-26
dc.identifier.issn 1573-0816 en_US
dc.identifier.uri http://hdl.handle.net/10725/7143
dc.description.abstract The purpose of this study was to investigate gender differences in students’ mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers’ beliefs and their perceptions of their male and female students’ ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of 12 and 16 years, enrolled in grades 7–9 at four private schools in Lebanon. Data were collected using the Attitudes Toward Mathematics (ATM) scale (Aiken in Journal for Research in Mathematics Education, 5, 67–71, 1974), school records, and interviews with teachers. Results showed no significant gender differences in either achievement or attitudes toward mathematics, thus dispelling the common belief that female students in traditional cultures do not perform well in mathematics and dislike the field. A main effect for grade level was found with ninth graders significantly outperforming their younger counterparts. Also, teachers viewed mathematics as a male domain and attributed boys’ success to ability and girls’ success to effort. They also interacted with boys more frequently regardless of the nature of the exchange. Implications for future research and for instructional practice are overviewed. en_US
dc.language.iso en en_US
dc.title Mathematics education in Lebanon en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle gender differences in attitudes and achievement en_US
dc.author.school SAS en_US
dc.author.idnumber 197906620 en_US
dc.author.department Social Sciences en_US
dc.description.embargo N/A en_US
dc.relation.journal Educational Studies in Mathematics en_US
dc.journal.volume 94 en_US
dc.journal.issue 1 en_US
dc.article.pages 55-68 en_US
dc.keywords Mathematics education en_US
dc.keywords Gender differences en_US
dc.keywords Adolescence en_US
dc.identifier.ctation Sarouphim, K. M., & Chartouny, M. (2017). Mathematics education in Lebanon: gender differences in attitudes and achievement. Educational Studies in Mathematics, 94(1), 55-68. en_US
dc.author.email ksarufim@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://link.springer.com/article/10.1007/s10649-016-9712-9 en_US
dc.author.affiliation Lebanese American University en_US

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