ABSTRACT Gender differences between boys and girls in the perception of the classroom setting, and their relationship to achievement in mathematics and aspects of self-regulated learning skills are the focus for this article. Throughout the component analysis of answers from 6758 Swedish students we found some differences in how boys and girls perceive their classroom setting and some differences in boys’ and girls’ relationship to mathematics. According to the classroom setting, we found that boys feel that they use group work more than the girls do. Boys also feel that they have an influence over the content and are more involved during the lesson than girls. With respect to students’ relations to mathematics we found that boys perceive mathematics to be more important than girls do. One implication for teachers from the study points out how different aspects of a perceived learning environment affect students’, boys’ and girls’, achievement in mathematics.

中文翻译：

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男孩和女孩对数学教学的看法中的性别差异

摘要男女之间在教室环境的感知上的性别差异，他们与数学成绩的关系以及自我调节学习技能的方面是本文的重点。通过对6758名瑞典学生的答案进行成分分析，我们发现男孩和女孩对课堂环境的看法有所不同，男孩和女孩与数学的关系也有所不同。根据课堂设置，我们发现男孩比男孩更喜欢使用小组作业。男孩还觉得他们对内容有影响，并且在上课过程中比女孩参与得更多。关于学生与数学的关系，我们发现男孩认为数学比女孩重要。