Browsing by Author "Noriany, Orli"
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Item Computer Assisted Learning (CAL) in Mathematics and Personal Success of Elementary School Girls(Wydawnictwo Naukowe Uniwersytetu im.Adama Mickiewicza w Poznaniu, 2013) Noriany, OrliStandardized tests administered nationwide in the fth grade of the elementary school in Israel have shown that in the subject of mathematics boys achieve signi cantly higher scores than do girls. This gap is worrisome because of the importance of mathematical skills in success in education, both in the secondary school and in higher education, and in the job market. This paper brie y reviews a number of possible reasons for this gap, including lack of suitability to girls of current instruction methods in frameworks of mixed-gender education, de ciencies in mathematics training and math anxiety among teachers, gender stereotypes, and the phenomenon of the self-ful lling prophecy. Then the paper outlines the researcher’s proposed method, Computer Assisted Learning (CAL), for promoting girls’ achievements in mathematics. Initial results have been promising.Item Nierówności społeczne w edukacji. Przypadek nauczycielek matematyki w Izraelu(2024) Noriany, Orli; Banaszak, Sławomir. PromotorRzoprawa bada, w jaki sposób społeczne postrzeganie i przekonania na temat płci wpływają na zachowania nauczycieli, sugerując, że te zróżnicowane pod względem płci postrzeganie może albo podtrzymywać, albo kwestionować nierówności edukacyjne. Autorka koncentruje się na nauczycielkach matematyki w Izraelu, badając, czy ich przekonania na temat umiejętności uczniów w matematyce odzwierciedlają uprzedzenia społeczne i w jaki sposób te postawy wpływają na osiągnięcia uczniów. Badania pokazują, że uprzedzenia dotyczące płci w edukacji są głęboko zakorzenione i wpływają na ścieżki akademickie i zawodowe uczniów. Uprzedzenia te mają długofalowe skutki wykraczające poza klasę, ponieważ wybory uczniów w szkole średniej i dążenia naukowe są uwarunkowane ich doświadczeniami i oczekiwaniami w szkole podstawowej. Rozwiązanie tego problemu wymaga wieloaspektowego podejścia, w tym szkolenia nauczycieli w zakresie identyfikowania swoich uprzedzeń, rewizji programów nauczania i tworzenia bardziej inkluzywnego i wspierającego środowiska edukacyjnego. Kształcenie na rzecz równych szans oznacza umożliwienie zarówno uczniom, jak i uczennicom rozwijania ich pełnego potencjału, bez ograniczających stereotypów. The thesis "Social Inequalities in Education: The Case of Math Women Teachers in Israel" examines how social perceptions and beliefs about gender influence teachers' behaviours, suggesting that these gendered perceptions can either maintain or challenge educational inequalities. The study focuses on female math teachers in Israel, exploring whether their beliefs about students' abilities in mathematics reflect societal biases and how these attitudes impact student achievement. The research concludes that gender biases in education are profoundly ingrained and affect students' academic and career paths. These biases have long-term effects beyond the classroom, as students' choices in high school and scholarly pursuits are influenced by their experiences and expectations in primary school. Addressing this issue requires a multifaceted approach, including training educators to identify their biases, revising curricula, and creating a more inclusive and supportive educational environment. Educating for equal opportunities means allowing both male and female students to develop their full potential, free from limiting stereotypes.Item The Empowerment of Girls in the Classroom(Wydawnictwo Naukowe UAM, 2015) Noriany, OrliThe general topic of the research is the empowerment of girls in the classroom. The research focuses on the increase of the motivation of girls and their belief in their ability, the creation of warm and close communication between the girls and the teacher, and the changes in technology in the 21st century – all with the goal of empowering the achievements of girls in the field of mathematics and in essence minimizing the differences between girls and boys in the field. From our experience, girls do not empower themselves in the field of mathematics. Girls allow boys to dominate the lessons, to manage the class discussion, to contribute of their knowledge – and girls remain silent. When afterschool enrichment classes in mathematics are recommended to boys and girls, the number of boys exceeds the number of girls, and in actuality, beyond the recommendations, the girls do not attend these courses. Already in the elementary school, the girls lag behind, and this staying behind causes them to make their choices accordingly and thus they lose an important economic resource. We are certain that it is possible to make a change, and we will begin with our attitude toward the girls in the classroom. We will look at our behaviors as teachers, effective behaviors for the promotion of teaching and learning, and we will apply these behaviors to girls, implementing a corrective preferential reference in our behavior.