Article Sidebar

Submitted
June 9, 2020
Published
December 31, 2018
Download
pdf (Język Polski)
Statistic
Read Counter : 89 Download : 80

Main Article Content

Abstract

The article makes an attempt to explain a phenomenon of a small representation of women on science/ technical degree courses (Why are there so few?). The study focuses on the "paradox" dimension of the phenomenon, showing that female students do not take up such studies also if they have high achievements in mathematics. It is suggested (Trusz 2015) that the reason for that is, amongst others, the fear of mathematics. Own research was carried out in order to empirically show the school notes and the fear of mathematics in the role of predictors for choosing science/technical studies by the secondary school graduates (in relation to their schoolmates). The obtained data indicate that generally, in the case of the female students the role of a positive predictor of the choice is the highest maths note, but the fear of testing the mathematics knowledge is a strong negative predictor. A detailed analysis of the constellation of those both variables in the context of the predicted probability of choosing the science/technical studies by the highest evaluated female students was carried out. The results show that a subjective interpretation of the fear, and not the extent of the fear, has a significant importance. Discussing the results of own research, a reference was made to S.J. Correll's concept of gender status (2004).

Keywords

matematyka lęk przed matematyką osiągnięcia z matematyki koncepcja statusu płci mathematics fear of mathematics achievements in mathematics the concept of gender status

Article Details

License

Copyright (c) 2018 Teraźniejszość ? Człowiek ? Edukacja

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

TCE (INSTED) is an open access journal, which means that access to the full texts is free of charge. People using the journal may download publications, copy and print them, as well as post on their websites links to the full texts of the journal's publications. Texts can be used as long as readers do not exceed the licenses. Authors submitting manuscripts for publication obtain copyrights. Unless otherwise specified, published texts are available under the Creative Commons Attribution - Share Alike 4.0 International license.

How to Cite
Turska, D. (2018). Why Are There So Few? A Note from Mathematics and the Fear of Mathematics as Predictors of Choosing Science and Technical Studies by Female Secondary School Graduates. INSTED: Interdisciplinary Studies in Education & Society, 21(4(84), 68–84. Retrieved from https://insted-tce.pl/ojs/index.php/tce/article/view/161
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. ASHCRAFT M.H., KIRK E.P., 2001, The relationships among working memory, math anxiety, and performance, Journal of Experimental Psychology: General, 2.
  2. ASHCRAFT M.H., MOORE A.M., 2009, Mathematics anxiety and the affective drop in performance, Journal of Psychoeducational Assessment, 3.
  3. ASHCRAFT M.H., RIDLEY K., 2005, Math anxiety and its cognitive consequences: A tutorial review, [in:] J.I.D. Campbell (ed.), Handbook of mathematical cognition, Psychology Press, New York.
  4. BENBOW C.P., LUBINSKI D.L., SHEA D., EFTEKHARI-SANJANI H., 2000, Sex differences in mathematical reasoning ability at age 13: Their status 20 years later, Psychological Sciences, 11.
  5. BENBOW C.P., STANLEY J.C., 1980, Sex differences in mathematical ability: Fact or artifact?, Science, 222.
  6. CIPORA K., SZCZYGIEŁ M., 2016, Lęk przed matematyką przyszłych nauczycieli edukacji przedszkolnej i wczesnoszkolnej: jak uczyć, kiedy sama się boję?, Problemy Wczesnej Edukacji, 2(33).
  7. CIPORA K., SZCZYGIEŁ M., WILLMES K., NUERK H-CH., 2015, Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation, Frontiers in Psychology, 6, 1833.
  8. CORRELL S., 2004, Constraints into Preferences: Gender, Status, and Emerging Career Aspirations, American Sociological Review, 106(6).
  9. COSTA P., TERRACCIANO A., MCCRAE R., 2001, Gender differences in personality traits asross cultures: robust and surprising findings, J. Pers. Soc. Psychol., 81.
  10. CZAJKOWSKA M., 2018, Różnice osiągnięć dziewcząt i chłopców w rozwiązywaniu zadań matematycznych, Teraźniejszość – Człowiek – Edukacja, 1(81).
  11. DEVINE A., FAWCETT K., SZUCS D., DOWKER A., 2012, Gender differences in mathematics anxiety and the relations to mathematics performance while controlling fortest anxiety, Behav., Brain. Funct., 8.
  12. DOWKER A., SARKAR A., LOOI C., 2016, Mathematics Anxiety: What Have We Learned in 60 Years?, Front., Psychol., 7.
  13. DREGER R.M., AIKEN L.R., 1957, The identification of number anxiety in a college population, Journal of Educational Psychology, 6. Dlaczego tak niewiele? Ocena z matematyki oraz lęk przed matematyką... 83
  14. GAVIN M.K., REIS S., 2003, Helping Teachers to Encourage Talented Girls in Mathematics Gifted, Child Today, 1.
  15. HARRARI R., VUKOVIC R., BAILEY S., 2013, Mathematics Anxiety in Young Children: An Exploratory Study, The Journal of Experimental Education, 4.
  16. HAWROT A., 2018, Pozaszkolna pomoc w nauce a osiągnięcia szkolne w okresie adolescencji, Edukacja, 1(144).
  17. HEMBREE R., 1990, The nature, effects,and relief of mathematics anxiety, J. Res. Math. Educ., 21.
  18. HILL C., CORBETT CH., ROSE A., 2010, Why So Few? Women in Science, Technology, Engineering, and Mathematics, AAUW, Washington.
  19. HILL F., MAMMARELLA I., DEVINE A., CAVIOLA S., PASSOLUNGHI M., SZŰCS D., 2016, Maths anxiety in primary and secondary school students, Learning & Individual Differences, 48.
  20. HOPKO D.R., MAHADEVAN R., BARE R.L., HUNT M.K., 2003, The abbreviated math anxiety scale (AMAS) construction, validity, and reliability, Assessment, 10(2).
  21. HYDE J.S., LINDBERG S.M., LINN M.C., ELLIS A.B., WILLIAMS C.C., 2010, Gender similarities characterize math performance, Science, 321.
  22. KOPCIEWICZ L., 2012, Równa szkoła, Matematyka, władza i pole wytwarzania kultury, Difin, Warszawa.
  23. KREJTZ K., KREJTZ I., 2007, Dwuczynnikowa analiza wariancji w schemacie międzygrupowym, [w:] S. Bedyńska, A. Brzezicka (red.), Statystyczny drogowskaz, Wyd. SWPS Academica, Warszawa.
  24. LAZARUS M., 1974, Mathophobia: Some Personal Speculations, National Elementary Principal, 2.
  25. LEE J., 2009, Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries, Learning and Individual Differences, 3.
  26. MA X., 1999, A meta-analysis of the relationshipbetween anxiety toward mathematics and achievement in mathematics, J. Res. Math. Educ., 30.
  27. MILLER H., BICHSEL J., 2004, Anxiety, working memory, gender, and math performance, Pers. Individ. Dif., 37.
  28. NIEMIERKO B., 2002, Ocenianie szkolne bez tajemnic, WSiP, Warszawa.
  29. OECD, 2013, PISA 2012 assessment and analytical framework:Mathematics, reading, science, problem solving and financial literacy, OECD Publishing, Paris.
  30. PLETZER B., KRONBICHLER M., NUERK H.-C., KERSCHBAUM H.H., 2015, Mathematics anxiety reduces defaultmodenetworkdeactivationin responseto numericaltasks, Front. Hum. Neurosci., 9.
  31. RICHARDSON F.C., SUINN R.M., 1973, A comparison of traditional systematic desensitization, ccelerated massed desensitization, and anxiety management training in the treatment of mathematics anxiety, Behavior Therapy, 2.
  32. SOSNOWSKI T., 2010, Analiza interakcji zmiennych kategorialnych i ciągłych, Psychologia Społeczna, 5.
  33. SPIELBERGER C.D., 1983, State-Trait Anxiety Inventory, Consulting Psychologists Press, Palo Alto, CA.
  34. SUÁREZ-PELLICIONI M., NÚÑEZ-PEÑA M.I., COLOMÉ À., 2015, Math anxiety: a review of its cognitive consequences, psychophysiological correlates, and brain bases, Cogn. Affect. Behav. Neurosci., 16.
  35. TOBIAS S., 1978, Overcoming math anxiety, Houghton Mifflin, Boston, MA.
  36. TRUSZ S., 2015, Kulturowa transmisja stereotypu płci.Co sprawia, że mężczyźni studiują na kierunkach ścisłych lub technicznych, a kobiety na kierunkach humanistycznych lub społecznych?, Labor et Educatio, 3.
  37. TURSKA D., 2013, Poczucie autoskuteczności w matematyce uczniów i uczennic, Kultura i Edukacja, 3.
  38. TURSKA D., 2006, Skuteczność ucznia. Od czego zależy udana realizacja wymogów edukacyjnych?, Wyd. UMCS, Lublin.
  39. TURSKA D., BERNACKA R.E., 2010, Maths Lessons – Are They Gender Neutral in the Polish Perspective? Report on the Third Stage of Research, The New Educational Review, 4(22).
  40. TURSKA D., OSZWA A., 2017, Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic, Kwartalnik Pedagogiczny, 2.
  41. VRUGT A., OORT F., WAARDENBURG L., 2009, Motivation of men and women in mathematics and language, Int. J. Psych., 5.
  42. WIGFIELD A., MEECE J.L, 1988, Math anxiety in elementary and secondary school students, J. Educ.Psychol., 80.