Socio-cultural parameters of failure in school mathematics: primary teachers’ conceptions (Bachelor thesis)

Ασπρούλη, Μαρία/ Λαΐτσα, Γενοβέφα-Ραφαηλία/ Asprouli, Maria/ Laitsa, Genovefa-Rafailia


School failure is a complex problem that arises from the combination of cognitive, emotional and socio-cultural factors interacting with each other. The present study focuses on the attribution of school mathematics failure to socio-cultural factors by experienced primary as well as student teachers. In particular, emphasis is placed on children’s gender, the school and the family environment and peers’ influence. A questionnaire was used for the collection of the data completed by 101 primary teachers and 102 senior students of Primary Education Departments. The results showed that the teachers of the sample accept the contribution of the family and the school environment to pupils’ failure in school mathematics, while rejecting that of their peers. Regarding their own contribution to it, the teachers of the sample appear to agree in certain cases and to be uncertain in others. Finally, they indicate uncertainty about the relationship of parents’ behavior and gender performance in mathematics and disagreement about their differential treatment of the two sexes related to classroom matters
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: School failure
Keywords: Σχολική αποτυχία,Μαθηματικά,Σχολικό περιβάλλον,failure at school,Mathematics,School environment
URI: http://83.212.168.214/jspui/handle/123456789/10807
Appears in Collections:ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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