The importance of adults’ support and mathematical performance, as perceived by students from high school advanced mathematics classes, in their choice of pre-university programs

The importance of adults’ support and mathematical performance, as perceived by students from high school advanced mathematics classes, in their choice of pre-university programs

• Julie Bergeron, Université du Québec en Outaouais, Canada

• Normand Roy, Université du Québec à Trois-Rivières, Canada

• Roch Chouinard, Université de Montréal, Canada

• Valérie Lessard, Université Laval, Canada

• Jonathan Smith, Université de Montréal, Canada

doi : https://dx.doi.org/10.18162/fp.2017.401

Résumé

The objective of this study is to document the impact of parents and teachers’ support in mathematics and students’ mathematics performance on their choice of pre-university training courses for girls compared to boys. Questionnaires from 586 girls and 543 boys from enriched math classes and graduating from secondary schools have been completed. Multinomial regressions showed that the incidence of mathematical support of parents and teachers on the choice of training distinguishes boys and girls in certain sectors, but not always in the expected direction.

Abstract

The objective of this study is to document the impact of parents and teachers’ support in mathematics and students’ mathematics performance on their choice of pre-university training courses for girls compared to boys. Questionnaires from 586 girls and 543 boys from enriched math classes and graduating from secondary schools have been completed. Multinomial regressions showed that the incidence of mathematical support of parents and teachers on the choice of training distinguishes boys and girls in certain sectors, but not always in the expected direction.