Ludwig, Elizabeth
(2015)
THE EFFECT OF STUDENTS’ GENDER ON PRESCHOOL TEACHERS’ MATHEMATIC INTERACTIONS.
Master's Thesis, University of Pittsburgh.
(Unpublished)
Abstract
A quantitative study of a convenience sample of mid-Atlantic preschool teachers was undertaken to determine if teachers use more mathematical language with males than females. I found that there was a significant difference between general mathematical interactions for females and males. Teachers used significantly more sentences with females versus males, which in turn leads to more math sentences directed at females. Additional analyses were undertaken to determine if there was a difference in how the mathematical interactions originated, which indicated that mathematical interactions originate at the same relative frequency for males and females. This research indicates that the mathematical biases observed in elementary school teachers and parents is not present in preschool teachers or is reversed. The implications for previous studies and mathematics curriculums are discussed.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
| Title | Member | Email Address | Pitt Username | ORCID |
|---|
| Thesis Advisor | Kelly, Sean | spkelly@pitt.edu | SPKELLY | |
|
| Date: |
18 May 2015 |
| Date Type: |
Publication |
| Defense Date: |
25 March 2015 |
| Approval Date: |
18 May 2015 |
| Submission Date: |
17 March 2015 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
44 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
MA - Master of Arts |
| Thesis Type: |
Master's Thesis |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
preschool, mathematics achievement, teacher language, gender bias |
| Date Deposited: |
18 May 2015 17:44 |
| Last Modified: |
15 Nov 2016 14:26 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/24088 |
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