Influence of Elementary Student Gender on Teachers' Perceptions of Mathematics Achievement

By Robert Helwig, L. Anderson, Gerald A. Tindal. 2001

81 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0439c3651fef9216dd7a8bb62bd604cc68c69bef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Timmermans
2. H. de Boer
3. M. Van der Werf
4. Panayiotis Stavrinides
5. S. Georgiou
6. T. Kalavana

In Experimental and Cognitive Psychology

1. A. Timmermans
2. H. de Boer
3. M. Van der Werf
4. Panayiotis Stavrinides
5. S. Georgiou
6. T. Kalavana

In Statistics and Probability

1. H. de Boer
2. A. Timmermans
3. Panayiotis Stavrinides
4. S. Georgiou
5. T. Kalavana
6. M. Van der Werf

Citations in the corpus

• An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes (2016, background): “2005; LaVoie and Adams 1973), because the teachers’ expectations may influence subsequent teacher behavior, student performance, and track placement (e.g., Bennet et al. 1993; Brophy and Good 1970; Hamre and Pianta 2006; Helwig et al. 2001; Ready and Wright 2011; Rubie-Davies 2007, 2008, 2010).”
• Is Victor Better than Victoria at Maths? (2007, background): “Helwig, Anderson, and Tindal ( 2001 ) point out that since boys tend to outperform girls in a wide variety of maths achievement measures, and since the media exaggerate and sensationalise these differences, “the possibility exists that teachers may acquire erroneous negative perceptions of the mathe”