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Stay in subjects with mathematical content in last year’s students: analysing the results of schools in indigenous territories and Costa Rica’s Great Metropolitan Area


KeywordsTriple Keywords
Standard of value
Populations, Human
Population growth
Human populations
Human population


Summary This research uses the perspective of school effectiveness considering three factors: socio-demographic characteristics, attitudes towards mathematics and social beliefs around gender in mathematical contexts. The aim is to explore the predictive value of variables that could be associated with retracting mathematical subjects in school students located in indigenous territories and in the GAM (GAM). The cross-sectional and correlational study was carried out with a sample of 356 students, who responded to four scales: mathematical self-efficiency, utility of mathematics, gender beliefs and gender stereotypes in mathematical contexts. Multilevel regression models were used with two dependent variables: (a) a sliding counter for subjects with mathematical content and (b) a variable that identified those who had to present evidence of deferral in mathematics. The results showed mathematical self-effectiveness as the main predictor of the scourge in both populations and in both dependent variables. Only in the GAM schools were age predictors, sexism benevolent and equity relevant. Combined with this, the explanatory value of predictors in dependent variables is considerably higher for GAM schools. Despite the contextual differences, it is concluded that mathematical self-efficiency is a relevant predictor for the hall, reinforcing the importance of its stimulus in the classroom. Another conclusion is the need to carry out specific studies in schools of indigenous territories in order to contribute to an understanding of the factors associated with the decline in this particular population.

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