K–8 Mathematics Teachers' Overall and Gender-Specific Beliefs About Mathematical Aptitude

• In Event: 64.050 - Full STEAM Ahead: Equitable Practices for Math and Science Educators

Abstract

Persisting stereotypes and beliefs that certain disciplines require innate ability and individuals from different ethnic backgrounds or genders have different ability levels seriously impede students’ academic career paths. In this study, we examined mathematics teachers’ beliefs about mathematical aptitude and identified teacher characteristics associated with these beliefs. An analysis of data from 434 K-8 teachers indicated that teachers did not see mathematical aptitude and girls’ mathematical ability as two different constructs. Those who believed mathematics requires brilliance also thought girls have less on average than boys. Although most teachers did not believe that mathematics requires innate ability, teachers who were more experienced and who worked with students at risk seem to hold beliefs that could impede their students’ career paths.

Authors

• Yasemin Copur-Gencturk, University of Southern California

• Ian Thacker, University of Southern California

• David Quinn, University of Southern California

• Caroline Brayer Ebby, University of Pennsylvania