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AuthorHaroun, Ramzi F.
AuthorNg, Dicky
AuthorAbdelfattah, Faisal A.
AuthorAlSalouli, Misfer S.
Available date2021-09-01T10:02:50Z
Publication Date2016
Publication NameInternational Journal of Science and Mathematics Education
ResourceScopus
URIhttp://dx.doi.org/10.1007/s10763-015-9631-8
URIhttp://hdl.handle.net/10576/22428
AbstractThis study examines gender differences of teachers on their mathematical knowledge for teaching in the context of single-sex classrooms in Saudi Arabia. A translated version of the Mathematical Knowledge for Teaching (MKT) instrument (Learning Mathematics for Teaching [LMT], 2008) in Number and Operation Content Knowledge (CK) and Knowledge of Content and Student (KCS) scales were administered to 197 teachers (146 male and 51 female). Two-sample t test and multiple regression were conducted to compare the two groups and test the effect of teacher background variables. Female teachers significantly scored better than their male counterpart. Gender, years of teaching experience, and specialization significantly predicted teachers’ content knowledge, F(3, 187) = 13.180, explaining 41.8 % of the variance. Only gender and specialization significantly predicted teachers’ knowledge of content and student, F(2, 191) = 6.335, explaining 24.9 % of the variance. Further comparing items in the MKT instrument where female teachers outperformed male teachers confirmed that female teachers were better in attending to the content knowledge in the context of student’s learning.
Languageen
PublisherSpringer Netherlands
SubjectContent knowledge
Gender differences
Knowledge of content and student
Mathematical knowledge for teaching
Pedagogical content knowledge
Saudi Arabia
TitleGender Difference in Teachers' Mathematical Knowledge for Teaching in the Context of Single-Sex Classrooms
TypeArticle
Pagination383-396
Volume Number14
dc.accessType Abstract Only


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