000			03332nam a2200289Ia 4500
005			20191210124353.0
008			180910s9999 xx 000 0 und d
040			_aLB-BrCRDP
100	1		_aIbrahim, Nisreen Kassem _gMaster Education
245	1	0	_aGender differences in student participation and teacher responses in elementary Lebanese mathematics classrooms
260			_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2009
300			_a77 pages
500			_aالنوع : Mémoire
520	3		_aClassroom 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	_aCycle primaire L’enseignement du Maths
650		4	_aElementary Education Math education Teaching Methods
650		4	_aGender
650		4	_aMéthodes d’enseignement
650		4	_aPerformance professionnel
650		4	_aProfessional performance
650		4	_aSexe
650		4	_aالاداء المهني
650		4	_aالجندر
650		4	_aالمرحلة الابتدائية تعليم الرياضيات طرق التعليم
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=27484
942			_cLAESDATA _2ddc
999			_c20045 _d20045