Helen J. Forgasz

Measuring Methematical Beliefs and Their Impact on the Learning of Mathematics: A New Approach

In this chapter we provide a brief overview of commonly used definitions of beliefs, ways in which beliefs are measured in general, and in mathematics education research in particular. Next we describe how the technique known as the Experience Sampling Method was used to infer students’ attitudes to, and beliefs about a range of daily activities, including those related to their (mathematical) studies. Briefly, on receipt of a signal sent six times per day for six consecutive days, our sample of mature age students1 was requested, through completion of a specially designed form, to record the activity in which they were currently engaged and their reactions to that activity. We argue that strengths of the approach adopted include the extended period of time used for data collection, the opportunity to gauge participant’ attitudes, beliefs, and emotions about the wide range of activities tapped, and to compare these with their beliefs about mathematics and the learning of mathematics.

Research and Intervention Programs in Mathematics Education: A Gendered Issue

Research into gender issues in mathematics education and, in particular, into the effectiveness of related intervention programs is summarised in this chapter. Where possible, international and cultural dimensions are emphasised, and duplication of research summarised in recent reviews has been avoided. The review embraces both traditional approaches to explorations of inequities in educational practice and the growing feminist literature on the gendering of mathematics.

Mathematics Classrooms, Gender and Affect.

Gender differences in mathematics learning outcomes persist and several explanatory models incorporate affective variables. Current understandings of how children learn mathematics seem inconsistent with traditional mathematics instruction. The literature reveals that little is known about the relationship between classroom factors and students’ beliefs about themselves as learners of mathematics. The study reported here explored this relationship at two levels: a large scale survey and in-depth studies of two classrooms. Classroom factors which might influence beliefs were identified, and provided partial explanations for some of the gender differences noted. There were clear implications for the teaching of mathematics.

The typical Australian university mathematics student: Challenging myths and stereotypes?

Historically mathematics has been perceived as the domain of “white”, middle-class males. In contemporary Australia, more females than males complete 12 years of secondary schooling and a higher proportion of females than males is enrolled in university courses. Females, however, are less likely than males to study the most demanding mathematics courses offered in the final year of schooling and fewer enrol in engineering and science-related tertiary courses. In a recent study investigating the factors implicated in students decisions to pursue tertiary level mathematics, biographical data and students perceptions of their tertiary mathematics learning environments were gathered. A revealing profile of the backgrounds of students enrolled in mathematics courses at three metropolitan universities in Australia emerged. There were similarities and differences among the cohorts. Gender and ethnic differences, and differences by university attended emerged. Replicating previous findings, a higher proportion of males than females was found to be studying tertiary mathematics. Multiple indicators revealed that the socio-economic backgrounds of the cohorts differed. The data revealed that various generations of Australian migrants, representative of the nations multicultural profile, were studying mathematics. Students were generally satisfied with many aspects of their learning environments. Yet, areas in which the learning environment might improve for the longer term benefit of all students were evident. The study suggests that tertiary level mathematics is no longer the exclusive preserve of Anglo (English speaking), middle-class, Australian males. That is not to say that previously identified inequities in mathematics and science have been overcome.

Single-Sex Classes in a Coeducational High School: , Highlighting Parents' Perspectives

A program of single-sex mathematics classes at one coeducational high school was evaluated in 1993 and again three years later in 1996. On both occasions, data were gathered from students, teachers and parents. While also drawing on findings from students and teachers, the focus of this article is on parents’ perceptions. In both years more parents supported the program than were opposed to. it. However, support appeared to have waned over the three-year period. The influence of factors both inside and outside the classroom and the school which may partially help to account for the findings are discussed.

SINGLE-SEX GROUPINGS: A SOLUTION FOR SEX DIFFERENCES IN MATHEMATICS LEARNING? '.'

Data from an evaluation and a re-evaluation three years later of a Grade 10 single-sex mathematics program showed in 1996 significant differences on rating mathematics as a male domain, higher self-rating by boys of achievement in mathematics, and girls higher attribution for failure in mathematics to the task. Support for a single-sex program has lessened.