Research On The Current Situation And Relationship Between Junior High School Students’ Mathematics Gender Stereotype Identity And Mathematics Self-Concept

There are mathematical gender stereotypes in social contexts,mentally immature junior high school students who have been affected by gender stereotypes in math for a long time will automatically identify.Thus,it has an impact on their own learning.Mathematical self-concept is also an important factor for students to learn.Mathematical gender stereotype identity and mathematical self-concept are closely related to students’ learning and development.And there is a connection between the two.Therefore,this paper analyzes and studies junior middle school students’ gender stereotype identification and mathematical self-concept.The questionnaire was used to investigate junior middle school students in two middle schools in Tai ’an City and collect data.To reveal the identification degree of mathematical gender stereotypes and the level of mathematical self-concept of junior high school students,and through the method of data analysis to analyze the internal relationship between the two,the following conclusions can be drawn.1.Status quo of gender stereotype identification and mathematical self-concept of junior middle school students:(1)Junior middle school students are in the middle level of gender stereotype identification and have a high level of mathematical self-concept,while a few students have a very low level of mathematical self-concept.(2)Eighth graders had the highest mean gender stereotype identification scores in math.Ninth graders had the highest mean math self-concept scores.But grade had no significant effect on either.(3)Male students had higher mathematical gender stereotype identification and mathematical self-concept than female students.But gender has no significant effect on either.2.The relationship between mathematical gender stereotype identification and mathematical self-concept of junior middle school students:(1)There are significant differences in the level of mathematical self-concept among junior high school students with different degrees of gender stereotype identification.(2)There is a significant correlation between junior middle school students’ gender stereotype identification and mathematical self-concept.And the correlation is negative.(3)Gender stereotype identification of junior middle school students has a significant impact on mathematical self-concept.(4)Male students’ mathematical learning attitude and gender stereotype identification have significant influence on their mathematical self-concept.And it has a negative correlation.(5)Mathematical gender stereotype identification has obvious influence on female students.Female students’ mathematical ability gender stereotype identity has a significant impact on their self-concept.Both of them are negatively correlated with girls’ mathematical self-concept.