Stereotyp płci w uczeniu się matematyki – percepcja nauczyciela
Gender stereotype in learning mathematics – teacher perception

Summary/Abstract: The importance of the stereotypes and teachers’ beliefs about mathematics as the maledomain, for the students’ perception of their competences and achievements is the subjectof extensive research. It is generally assumed that teachers – as guardians of socialisation– replicate this stereotype. An attempt to measure the stereotypical teachers’ assumptions hasbeen offered only by J. Tiedemann (2002). It has become an inspiration to design the authors’own research programme in which the relationship between increased stereotype beliefs andteachers’ asymmetry of female and male students’ abilities is sought. The paper presentsthe results of the study of the Polish version of the Gender Stereotypes Scale among 120mathematics teachers (95 female, 25 male) from junior high schools. It has been shown thata) the stereotype is irrespective of the teacher’s gender, b) its profile is different in the sampleof male and female respondents, c) the length of employment does not differentiate it. Theeducational implications of the obtained data have been presented in the paper.

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