caa a22 4500 467997047 CHVBK 20180323112559.0 cr unu---uuuuu 170328e19900201xx s 000 0 eng 10.1007/BF00311015 doi (NATIONALLICENCE)springer-10.1007/BF00311015 Teachers' attributions and beliefs about girls, boys, and mathematics [Elektronische Daten] [Elizabeth Fennema, Penelope Peterson, Thomas Carpenter, Cheryl Lubinski] Thirty-eight first grade teachers were asked to identify their two most and least successful girls and boys in mathematics, to attribute causation of these students' successes and failures, and to describe their characteristics. Teachers' choices of most and least successful students were compared to mathematics test scores of their students. Teachers were most inaccurate when selecting most successful boys. Teachers tended to attribute causation of boys' successes and failures to ability and girls' successes and failures to effort. Teachers thought their best boy students when compared to their best girl students, were more competitive, more logical, more adventurous, volunteered answers more often to mathematics problems, enjoyed math more, and were more independent in mathematics. Kluwer Academic Publishers, 1990 Fennema Elizabeth Wisconsin Center for Education Research, USA aut Peterson Penelope Michigan State University, USA aut Carpenter Thomas Wisconsin Center for Education Research, USA aut Lubinski Cheryl Illinois State University, USA aut Educational Studies in Mathematics Kluwer Academic Publishers 21/1(1990-02-01), 55-69 0013-1954 21:1<55 1990 21 10649 https://doi.org/10.1007/BF00311015 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF00311015 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Fennema Elizabeth Wisconsin Center for Education Research, USA aut NATIONALLICENCE 700 1- Peterson Penelope Michigan State University, USA aut NATIONALLICENCE 700 1- Carpenter Thomas Wisconsin Center for Education Research, USA aut NATIONALLICENCE 700 1- Lubinski Cheryl Illinois State University, USA aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Kluwer Academic Publishers 21/1(1990-02-01), 55-69 0013-1954 21:1<55 1990 21 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer