Gender differences in student participation and teacher responses in elementary Lebanese mathematics classrooms (Record no. 20045)

MARC details
000 -LEADER
fixed length control field 03332nam a2200289Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210124353.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Ibrahim, Nisreen Kassem
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Gender differences in student participation and teacher responses in elementary Lebanese mathematics classrooms
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 77 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Classroom participation is an essential part of the learning process; however gender inequity has been documented in many countries, but not yet in Lebanon, revealing that boys are more likely to be called on by teachers in classroom discussions. The purpose of this study was to examine male and female students' frequency and nature of participation in elementary mathematics classrooms in Lebanon and the teacher's reaction to their participation. This study is descriptive, based on classroom observations. The observations are based on videotapes of elementary math lessons prepared as part of the Mathematics Reform for All in Lebanon (MARAL) Project. This project was a research and development project that was officially launched in October 2002 to study critical thinking, reasoning and communication in Lebanese elementary mathematics classrooms. A total of 249 math lessons were videotaped, a stratified random sample of 77 lessons were the subject of analysis in this study. Three instruments were used for data collection. The first instrument was used to determine the nature and frequency of boys' and girls' participation in the classrooms studied. The second instrument was used to take a closer look at students' participation and teacher's interaction with students when they participate. The third instrument was used to determine the nature and frequency of teachers' responses to students' errors. The researcher and a second rater coded lessons using the instruments to determine inter-rater reliability. Frequency tabulations and a series of Chi-square tests were the methods used to analyze data collected from the study. Results revealed some existing gender differences in some forms of student participation like answering teachers' questions and students' initiation of a question or comment. Teachers were also found to give more attention to boys than girls. However, once a teacher provides the attention to a student, there were no significant differences in the way the teacher interacts with boys and girls. The results are discussed in relation to existing literature on gender biases in mathematics classrooms. Implications of the findings for Lebanese elementary mathematics teachers are also discussed.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Math education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Gender
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Performance professionnel
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Professional performance
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sexe
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الاداء المهني
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الجندر
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم الرياضيات طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27484">http://search.shamaa.org/FullRecord?ID=27484</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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