GENDER STEREOTYPES AND MATHEMATICS: TEACHERS AND STUDENTS’ PERCEPTIONS.

Nowadays, despite the positive changes that have been made in Kosovo society, gender stereotypes continue to negatively impact the academic achievement of girls in some scientific fields. One of these areas is the mathematics, which has traditionally been known as a male domain. In this case, boys are considered more capable than girls. The purpose of this paper has been the introduction of teachers and students' perceptions about impact of gender stereotypes in the academic achievement of girls in mathematics. This paper presents the results of research conducted in Kosovo Elementary Schools, rural and urban areas. For the realization of this research are used quantitative and qualitative methods. The instruments used for research were questionnaires and interviews. The research has included in total 176 respondents, out of which 87 teachers and 89 students. Of the total number of teachers, 44 were women and 43 men. They were aged of 25-64. While 47 students were from the respondent group were females, and 42 males. Students were of the eighth grade of Law Secondary Schools. Respondent students were selected at random. The results of this study present a clear picture regarding the perceptions of teachers and students about gender stereotypes and mathematics. Such research will encourage teachers to focus towards the elimination of gender stereotypes in mathematics, as well as that of motivating girls to choose such professions, which traditionally known as male professions.