How homogeneous gender groupings affect students' attitudes toward, and performance in, mathematics
The research questions addressed in this project are: how do homogeneous gender groupings affect students' attitudes toward, and performance in, mathematics? It documents one teacher's recognition of gender as an important part of his teaching practice and questions the role gender plays in education from students' perspectives. The author details observations of single-sex math groups used in a second-grade classroom and describes the results of surveys, interviews, and math assessments. The results are analyzed for student attitudes toward math while using homogeneous gender groups. Survey responses are analyzed for the type and consistency of remarks. Results from tests taken while students were in homogeneous gender groups are compared to those from tests taken while in mixed-gender groups. Scores are also analyzed by gender. The author concludes that, while homogeneous gender groups create obstacles, the student responses to the homogeneous groups and their attitudes toward math during the project were positive.
Nowlin, Carl Vincent, "How homogeneous gender groupings affect students' attitudes toward, and performance in, mathematics" (2010). School of Education Student Capstone Theses and Dissertations. 2344.