Maths motivation declined

Question 1

Why do you think it has declined?

Answer 1

Gender stereotypes
Parent expectations
Self-perception

Question 2

What might help her become interested again?

Answer 2

Female role models
Single sex classes
Increased parental support

Question 3

Point 1

Answer 3

Gender stereotypes are responsible for the decline in interest because people think maths is a masculine subject - females lose interest in wanting to do well

Question 4

Point 1 - evidence 1

Answer 4

Kiefer and Sekaquaptewa 2007
Implicit stereotyping affected women’s performance on exams and desire to peruse math-relate careers. Women who had high gender identification and high stereotypes were the least inclined to pursue math-based careers

Looked at both implicit and explicit stereotyping - only showed it on implicit stereotypes
used people from different ethnicities
college students

Question 5

Point 1 - evidence 2

Answer 5

Cvencek, Melzoff and Greenwald 2011
As early as second grade, children demonstrated the stereotype that maths is for boys on both explicit and implicit measures. Elementary school boys identified with math more strongly than girls on both explicit and implicit measures

used younger people to show they are acquired young
showed the findings for both implicit and explicit measures

Question 6

Point 1 - evidence 3

Answer 6

Steele 2006
Girl rated men as liking and being better at math than women. Girls were also more likely to draw a man when told a story about an adult mathematician

used direct and indirect measures - people will express how they feel
only used 42 females

Question 7

Point 2

Answer 7

Parents expectations which impact self-perceptions and shame

Question 8

Point 2 - evidence 1

Answer 8

Yee and Eccles 1988

They perceive sons to be more talented in maths than daughters, and think that their daughters put more effort in

Question 9

Point 2 - evidence 2

Answer 9

Goetz et al 2013
Female students report higher anxiety than male students. Female students report lower perceived competence in maths, despite the same grades

used students from multiple grades

Question 10

Point 2 - evidence 3

Answer 10

Stipek and Gralinski 1991
Questions before and after maths test:
higher expected performance in boys, greater attribution of failure to lack of ability in girls, lower belief in value of effort for success by girls, greater tendency to feel like hiding test paper by girls

Shows that parent expectations in turn can impact pupil expectations

Question 11

Point 3

Answer 11

To help her get interested again, more female role models needed and single sex classes

Question 12

Point 3 - evidence 1

Answer 12

Marx and Roman 2002
Study 1, women’s math test performance was protected when a competent female experimenter (i.e., a female role model) administered the test. Study 2 showed that it was the perception of the female experimenter’s math competence, not her physical presence, that safeguarded the math test performance of women. Study 3 revealed that learning about a competent female experimenter buffered women’s self-appraised math ability, which in turn led to successful performance on a challenging math test

did multiple studies to find that having female role models helps, controlled lab experiment

Question 13

Point 3 - evidence 2

Answer 13

Campball and Evans 1997
Single sex classes
Females in the single-sex class had a statistically significant lower mathematics anxiety than the females in the joint sex class

sample size small - need further research

Question 14

Point 3 - evidence 3

Answer 14

Silinskas and Kikas 2017 Parental support – perceived parental support was related to increased task persistence during homework

Longitudinal associations

Question 15

Conclusion

Answer 15

Many things responsible for decline

Number of strategies here you could use on your sister so she gets better