Teacher's expectations of gender-specific performance in mathematics and the corresponding (self-)evaluation of school-girls and boys

Teachers' expectations of gender-specific performance in mathematics as wel l as the corresponding (self)-evaluation of school-girls and -boys have bee n surveyed in two studies. The data of 181 students at a Teachers' Training college, that the first study was based on, indicate distinct differences with regard to the expected performance, strategies of work and learning as well as the significance of mathematics. The second study investigated 185 school-girls and -boys as to their ability in mathematics and the signific ance of maths to them in addition to their self-concept. The studies indica te a remarkable concordance between the assessment of the future teachers a nd the pupils' evaluation, even more pronouncedly so for girls of low self- concept.