Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic
Teachers’ attributions of male and female students’ abilities in mathematics

Summary/Abstract: The present study tested the hypothesis that gender differentiates teachers’ attributions ofstudents’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120)completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale(GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), bothboys and girls with low, average and high scores in mathematics. GSS assessed the degree ofteacher’s acceptance of the stereotypical belief that mathematics is the domain of men. Therehas been an empirically attained relationship between the teachers’ belief that mathematics isa male domain and the attribution asymmetry, detrimental for the female students.

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