Abstract
The purpose of this study was to investigate the effect of classroom teachers with weak and strong attitudes towards mathematics on fourth grade students’ mathematics achievements in terms of gender. Study was carried out on 337 fourth grade students’ (160 girls and 177 boys) who have classroom teachers with strong positive attitudes towards mathematics and 355 students (177 girls and 175 boys) who have teachers with weak positive attitudes. Results revealed that students who have teachers with strong positive attitudes towards mathematics were more suc- cessful than the students who have teachers with weak attitudes. There was also a significant interaction between teacher’s attitudes and gender. Female students were more successful when their teachers had strong positive attitude towards mathemat- ics. There were no significant differences between genders.
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