\nlow achievers (96 girls and 96 boys) were studied in Mexico City. The sociocultural
\nand economic environment where these affects appear is stressed. In spite of economic
\nhardships, cultural gaps, lack of familiar and institutional supports, violence inside and
\noutside mathematics classroom, and traditional mathematics teaching, these students,
\nwithout gender differences, showed a good potential for mathematics learning and the
\nmajority considered that there are no gender differences in the capability to learn this
\nsubject. Gender differences were found in attitudes towards mathematics in general
\n(more polarized, or positive or negative, among women) and towards specific mathematics
\nareas. In general, their self-confidence was low, although more polarized for women;
\nhowever, men were more self-confident than women.<\/p>\n
Keywords:<\/strong> attitudes, beliefs, self-confidence, mathematics achievement, low mathematics Sonia Ursini Abstract: Attitudes, beliefs and self-confidence in mathematics regarding 192 ninthgrade low achievers (96 girls and 96 boys) were studied in Mexico City. The sociocultural and economic environment where these affects appear is stressed. In spite of economic hardships, cultural gaps, lack of familiar and institutional supports, violence inside\u2026 Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[220],"tags":[554,555,559,558,557,556],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1529"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1529"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1529\/revisions"}],"predecessor-version":[{"id":1530,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1529\/revisions\/1530"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1529"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1529"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nperformance, gender and mathematics.<\/p>\n![\"download\"](\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\")
<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"