ABSTRACT

The gender gap in mathematics outcomes, where women are most affected, is well documented internationally and is particularly high in Chilean secondary education. This study explores the educational inclusion of girls in mathematics classrooms. The coding of videos from 79 school lessons, involving 2,295 students, allowed us to compare how and how much teachers interact with male and female students, analyse the moderating effect of academic achievement in these interactions and explore the differences among classrooms with regard to the inclusion of girls. Teacher-student interaction networks were represented via sociograms and modelled with multilevel Poisson regression. We found that girls interact less frequently with their mathematics teachers in interactions of diverse content, and this is the case in interactions initiated by the teacher as well as those initiated by the student. Academic achievement moderates these differences only in pedagogical interactions initiated by students. There is also significant variation in the inclusion of girls among classrooms, which is not consistently explained by the gender of the teacher or the gender composition of the class.

摘要

数学成果方面的性别差距是女性受影响最大的地方，这一差距在国际上有详细记录，在智利中等教育中尤为突出。本研究探讨了数学课堂中女孩的教育包容性。来自 79 节学校课程的视频编码，涉及 2,295 名学生，使我们能够比较教师与男女学生互动的方式和程度，分析这些互动中学业成绩的调节作用，并探讨课堂之间在包容性方面的差异女孩。师生互动网络通过社会图表示，并用多级泊松回归建模。我们发现女孩在不同内容的互动中与数学老师互动的频率较低，教师发起的互动和学生发起的互动都​​是如此。学业成绩仅在学生发起的教学互动中缓和了这些差异。教室中女生的包容性也存在显着差异，这并不能用教师的性别或班级的性别构成来解释。