The influence of gender, religion, grade, class-type, and religiosity on mathematical learning in the Israeli junior high school [Elektronische Ressource] / vorgelegt von Hanna David

David Hume, Abigail Stanley Hanna

Sujets

• Psychologie
• Soziologie
• Gemeinschaft et Gesellschaft
• Education

Informations

• Publié par: ludwig-maximilians-universitat_munchen
• Publié le: 01 janvier 2003
• Nombre de lectures: 9
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

The influence of
gender, religion, grade, class-type, and religiosity on
mathematical learning in the Israeli Junior high
school





Inaugural-Dissertation
zur Erlangung des Doktorgrades
der Philosophie an der Ludwig-Maximilians-Universität
München




vorgelegt von
Hanna David



Tel Aviv, Februar 2003


Referent: Prof. Dr. Dr. Albert Ziegler

Korreferent: Prof. Dr. Dr. Kurt A. Heller

Tag der mündlichen Prüfung: 9.7.2003

Content
Chapter 1:
Introduction
1.1. Learning mathematics in the Israeli junior high school: The gender issue
and beyond it 17
1.1.1. Women and learning mathematics: A feminist or an economic
question? 17
1.1.2. Mathematics: The gender issue 17
1.1.3. … and beyond it 18
1.1.4. A multifactor model for explaining mathematical achievement 19
1.2. Facts about educational achievements in Israel 20
1.2.1. What do these facts tell us? 21
1.2.2. How do these facts relate to other educational findings? 22
1.2.3. So what is suggested? 22
.3. Survey of the theoretical part of this research 23

Chapter 2:
The Israeli education system 25
2.1. Gaps in the Israeli education system 25
2.2. Those who can make it 26
2.2.1. How does it work? 26
2.2.1.1. The bonuses system 27
2.2.1.2. The low failing rate of math and natural sciences in the matriculation exams 28
2.2.1.3. Combinations of subjects 28
2.2.2. For whom does it work? 28
2.2.3. For whom it does not work? 28
2.3. Socio-economic deprived students 29
2.3.1. Tracking: The ethnic factor 29
2.3.2. Dropout 30
2.3.3. Entitlement to the matriculation certificate 30
2.3.4. Ethnic differences 31
2.3.5. Disparities in the rates of rejection to higher education 32
2.3.6. Disparities in higher education participation 32
2.3.7. Disparities in the subjects of studying 32
2.3.8. University degrees 33
2.3.9. Summary 33
2.4. Arab students 34
2.4.1. Participation in the different educational levels 35
2.4.2. Dropout 35
2.4.3. Matriculation success rates 35
2.4.4. Combinations of subjects in the Arab sector 36
2.4.5. Acceptance to universities 36
2.4.5.1. Meeting the universities requirements 37
2.4.5.2. Rejection rates 37
2.4.6. University students’ rates 37
2.4.7. Rates of university degrees recipients 38
2.5. Female students 38
2.5.1. Participation and dropout in the different educational levels 39
2.5.1.1. Participation 39
2.5.1.2. Dropout 39
2.5.2. Matriculation success rates 39
2.5.2.1. Matriculation entitlement 39
2.5.2.2. Success rates in specific subjects and comparison of grades 39
2.5.2.3. Participation rates in high-level math 40
2.5.3. Israeli girls – Achievements in international studiesof math and
science 40
2.5.4. Girls and the psychometric exams 41
2.5.5. Acceptance to universities: Rejection rates 41
2.5.6. Higher education 42
2.5.6.1. Females in the universities 42
2.5.6.2. Females in non-university institutions 42
43 2.6. Summary


Chapter 3:
Mathematics and Gender 44
3.1. Gender gaps in math and science: Historical view 44
3.2. Gender gaps in math and science: Across the world 45
3.2.1. Gender gaps in achievement 45
3.2.2. Gender gaps in participation 46
3.3. Reasons for math gender differences 47
3.3.1. The Theory of Limited Differences and mathematics gender
differences 48
3.3.2. Closing of the gender differences in mathematics 48
3.4. Math gender differences and Socialization 50
3.5. Math gender achievements and the type of the exam 50
3.5.1. Multiple-choice versus open ended exams 53
3.5.2. Exams requiring higher versus lower order cognitive skills 53
3.5.3. Written versus oral exams 53
3.6. Math gender differences, risk-taking and perfectionism 54
3.7. Math gender differences and age 54
3.7.1. In Israel 55
3.7.2. In the world 55
3.8. Math gender differences and selectivity of the population 56
3.9. Math gender differences and math anxiety 57
3.10. Math gender differences in believability in own abilities or self-
concept 59
3.10.1. Believability in own math abilities and the TIMSS results 60
3.10.2. The double-edgedness of believability in own math abilities 61
3.11. Math gender differences and the TIMSS results 62
3.12. Summary 63


Chapter 4:
Mathematics learning in two Israeli minorities:
Muslim and religious Jewish girls 64

4.1. Introduction: Why Muslim and religious Jewish girls? 64
4.1.1. Why Muslim girls? 64
4.1.2. Why Jewish religious girls? 65
4.2. Muslim girls 65
4.2.1. 14-year-olds 66
4.2.2. 17-18-year-olds 67
4.2.2.1. Gender differences in participation 68
4.2.2.2. Gender differences in entitlement to matriculation certificate 69
4.2.2.3. Gender differences in achievements 71
4.2.3. Gender differences in higher education 71
4.2.3.1. Problems stemming from tradition 71
4.2.3.2. Possible ways to solve such problems 72
4.2.4. Summary 72
4.3 . State-religious Jewish girls 73
4.3.1. The Religious high schools for boys and girls 73
4.3.1.1. Ethnic differences in the state religious school 73
4.3.1.2. Girls in the religious school 74
4.3.1.3. Girls in math and science in the religious school 75
4.3.2. Religious girls in higher education 76
4.3.3. Summary 77

Chapter 5:
Concept and frame of single-sex classes 78

5.1. Introduction 78
5.2. A short history of single-sex educational institutions 78
5.3. Single-sex versus mixed learning settings across the world 79
5.3.1. Single-sex setting in the US 79
5.3.2. In England 81
5.3.3. In Thailand 81
5.3.4. In New Zealand 81
5.4. Advantages and disadvantages of single-sex settings 82
5.4.1. Getting more attention from teachers 82
5.4.2. Hearing the female voice during math and science classes 83
5.4.3. Increasing the aspirations level 83
5.4.4. Fighting the culture of romance 83
5.4.5. Enabling girls to benefit from their preferred learning style 84
5.4.6. Avoiding serving as teacher’s helpers 84
assistants 84 5.4.7. Avoiding serving as boys’
5.4.8. Avoiding hostile climate 85
5.4.9. Decreasing sex-stereotyped attitudes 85
5.4.10. Decreasing anxiety 85
5.4.11. Increasing self-confidence 85
5.4.12. Increasing risk-taking behavior 86
5.4.13. Serving the needs of minority religions/traditions 86
5.5. The cons of single-sex classes 86
5.5.1. Girls benefit from single-sex classes only when most settings are mixed
86
5.5.2. Single-sex classes are not good for the boys 87
5.5.3. A financial aspect: More money is given to mixed or boys’ schools 88
5.6. Single-sex versus mixed learning settings in Israel 88
5.6.1. In the religious sector 88
5.6.2. In the general sector 89
5.7. Gifted girls in single-sex classes 90
5.8. Summary 93


Chapter
Motivation:
From intentions and attitudes to achievement and success 95

6.1. Implicit Personal Theories 95
6.1.1. Fixed vs. incremental perception of intelligence 95
6.1.2. The main concepts of Implicit Personal Theories 95
6.1.3. Judging, labelling, and forming stereotypes: The
evaluating
process 96
6.1.4. IPT, motivational orientation and mathematical
competence 97
6.1.5. Criticism of the Dweck Implicit Personal Theories 97
6.2. Motivational concepts 100
6.2.1. Introduction 100
6.2.2. Definitions of motivation 101
6.2.2.1. Achievement/performance motivation 101
.2.2.2. Learning/intrinsic motivation 102
.2.2.3. Learning versus performance motivation 103
6.2.3. Approach and avoidance motivation 106
6.2.3.1. Introduction 106
6.2.3.2. Constructs included in the approach and avoidance approaches
107
.2.4. Social motivation 108
.2.5. Relative ability motivation 108
.2.6. Utility motivation 109
.2.7. Problems of definitions: Multiplicity of definitions and lack of
accepted terms 109
6.3. Goals 111
6.3.1. Definitions of goals 111
6.3.2. Definitions of Achievement/learning/mastery and performance
goals 111
6.3.3. Approach and avoidance goals 111
6.3.3.1. Why is the approach versus avoidance concept needed? 112
6.3.3.2. The trichotomous achievement goal framework 113
6.3.3.3. The 2x2 achievement goal framework 115
6.3.4. Correlations between mastery and performance goals 116
6.3.5. Goals and motivation: Connections among variables
117
.4. Variables that influence motivation 118
6.4.1. Culture 118
6.4.2. Age: Decline in the motivation in the transition