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1.
Anat Zohar Anna Gershikov 《International Journal of Science and Mathematics Education》2008,6(4):677-693
This study investigates how the context of mathematical tasks affects the performance of young children (ages 5–11). Subjects
were 523 children from age 5 to 11. Three contexts of mathematical tasks (stereotypically boys’ contexts, stereotypically
girls’ contexts and neutral contexts) are examined in three age groups (young, medium, and old). Boys’ and girls’ mean scores
were compared for each age group in each of the three contexts. The data show that girls’ performance is affected by the context
of the task while boys’ performance is not. The comparison between boys and girls in the three different contexts showed that
in neutral contexts, the scores of boys and girls are similar. In (stereotypically) boys’ contexts, however, boys score significantly
higher than girls. In (stereotypically) girls’ contexts, a significant interaction is found between age and gender, showing
that the way girls are affected by such contexts depends on their age. The implications of these findings for gender-fair
mathematics learning are discussed. 相似文献
2.
This study examines patterns in middle-grade boys’ and girls’ written problem solving strategies for a mathematical task involving
proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex
classrooms. One hundred nineteen sixth-grade students’ responses are analyzed by gender according to the solution strategy
they used to arrive at their final response to the task. The categories of solution strategies include non-response, purely
additive, purely procedural, transition, novice, and mature. The proportions of girls and boys classified as mature in their
strategies were essentially equal. However, more than half of girls’ responses were considered purely procedural or purely
additive—a proportion double that of boys thus classified. 相似文献
3.
QUANTIFYING THE GENDER GAP IN SCIENCE INTERESTS 总被引:1,自引:0,他引:1
Ayelet Baram-Tsabari Anat Yarden 《International Journal of Science and Mathematics Education》2011,9(3):523-550
Nearly 5,000 self-generated science-related K–12 students’ questions, classified into seven science subjects, were used to
quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between
boys’ and girls’ science interests did not exist during early childhood, but increased over 20-fold by the end of high school.
Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more
interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science
interests between different populations based on different data sources. 相似文献
4.
Suzanne Murphy Dorothy Faulkner 《European Journal of Psychology of Education - EJPE》2000,15(4):389-404
Unpopular children are known to have poor communication skills and experience difficulty in collaborative situations. This study investigated whether pairing unpopular, 5 to 6 year-old, children with a more popular peer would promote more effective collaboration. The study also investigated differences in popular and unpopular children’s verbal and non-verbal communication. Thirty-six girls and 36 boys were placed in one of 12 popular, 12 unpopular or 12 mixed pairs. There were no mixed gender pairs. Children were filmed playing a collaborative game. Collaboration in popular pairs was more successful and less disputational than in unpopular pairs. Boys in unpopular pairs broke the rules of the game more often, argued more and did not monitoring their partners’ facial expressions effectively. With popular partners they argued less, were more likely to elaborate disagreements, looked at their partner for longer, smiled more and were more likely to offer him a small toy. Unpopular girls’ interactions were not markedly disruptive but they clearly benefited from being paired with a child with good communication skills. Popular girls modified their behaviour to take into account an unpopular partner’s need for support. These findings suggest that pairing popular and unpopular children may be a useful classroom organisation strategy. 相似文献
5.
Kristina Andersson 《Research in Science Education》2012,42(2):281-302
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献
6.
Boys and motivation 总被引:1,自引:0,他引:1
This paper explores key gender differences in motivation from a quantitative perspective and presents findings from a qualitative
study into boys’ perceptions of motivating teachers and motivating pedagogy. Data collected from 3773 high school students
suggest that girls score significantly higher than boys in their belief in the value of school, learning focus, planning,
study management, and persistence while boys rate significantly higher in self-sabotage/self-handicapping. However, girls
rated significantly higher than boys in anxiety. In the qualitative phase of the research, boys identified the following features
of effective and motivating pedagogy: a good relationship between student and teacher, the teacher’s enjoyment of teaching
and working with young people, providing boys with choices and input into the lesson, making schoolwork interesting and/or
relevant, providing variety in content and methods, and respecting boys’ opinions and perspectives. The paper then draws on
data presented elsewhere to show that, in addition to some key gender differences in motivation, there are also some noteworthy
parallels between boys and girls. The paper concludes with a discussion of motivation as it relates to the social construction
of gender, fear of failure and masculinity, and program development, construction and implementation. 相似文献
7.
Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics 总被引:2,自引:0,他引:2
Anne C. Frenzel Reinhard Pekrun Thomas Goetz 《European Journal of Psychology of Education - EJPE》2007,22(4):497-514
This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun’s (2000, 2006)
controlvalue theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due
to the students’ different levels of control and value beliefs in mathematics, even when controlling for prior achievement.
The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant
across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions
and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics
achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls
reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that
the female emotional pattern was due to the girls’ low competence beliefs and domain value of mathematics, combined with their
high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships
between variables were largely invariant across the genders. 相似文献
8.
Eric Dearing Beth M. CaseyColleen M. Ganley Miriam TillingerElida Laski Christine Montecillo 《Early childhood research quarterly》2012
The present study addressed girls’ (N = 127) early numerical and spatial reasoning skills, within the context of a critical environment in which these cognitive skills develop, namely their homes. Specifically, proximal links between distal family socioeconomic conditions and first-grade girls’ arithmetic and spatial skills were examined (mean age = 6.72 years; SD = .34). The proximal roles of two factors were considered: the general learning characteristics of girls’ homes, and the kinds of math and spatial learning activities in which girls participated. General quality of the home learning environment and specific math activities mediated the relation between family socioeconomics and girls’ arithmetic skills. In contrast, socioeconomics and home learning experiences were related to girls’ spatial skills indirectly only through their verbal skills; spatial activities were not proximal predictors of spatial skills. For both arithmetic and spatial skills, mothers’ spatial skills were a strong predictor. Future research and intervention implications of these findings are discussed. 相似文献
9.
This study compared the Reform of Secondary Education (ROSE) students’ and nonROSE students’ perceptions of five psychosocial
dimensions of their science practical tasks: Student Cohesiveness, Open-Endedness, Integration, Rule Clarity and Material
Environment. The sample comprised 177 ROSE and 223 nonROSE Jamaican students, 230 and 170 of them were 8th and 9th graders
respectively, 209 were boys and 191 were girls. The Actual Form of Fraser, Giddings and McRobbie’s (1995) Science Laboratory
Environment Inventory (SLEI) was adapted and used as an instrument. The results indicated that the students’ perceptions were
relatively favourable; ROSE students had significantly better perceptions of Open-Endedness and Material Environment than
nonROSE students; the girls had significantly better perceptions of all the dimensions (except Open-Endedness) than the boys;
ROSE girls’ and boys’ perceptions of Open-Endedness were significantly better than those of nonROSE students; grades 8 and
9 students’ perceptions were not statistically significantly different. 相似文献
10.
Roberta Hunter 《Journal of Mathematics Teacher Education》2010,13(5):397-409
In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities
in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices.
The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and
researcher worked together in a collaborative partnership using a purposely designed communication and participation framework
as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections
between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations
are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge.
This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate
ways. 相似文献
11.
The present study examined the role of child gender, child ethnicity, and teacher–child ethnic match in moderating the association between teacher–child relationship quality and children's classroom behavioral adjustment. The study was conducted using data from an ethnically diverse sample of 301 Head Start children and their teachers. Teacher–child conflict was found to be a stronger predictor of hostile–aggressive behavior for boys than girls. In contrast, teacher–child closeness was found to be more predictive of school competence for girls than boys. Similar patterns of association were found between teacher–child relationship quality and school behavioral adjustment for Non-Hispanic, white children and those of Mexican-origin. Results also revealed that teacher–child ethnic match did not moderate the association between teacher–child relationship quality and child behavioral adjustment. 相似文献
12.
Erdogan Halat 《Asia Pacific Education Review》2006,7(2):173-183
The purpose of this study was to examine the acquisition of the van Hiele levels and motivation of sixth-grade students engaged
in instruction using van Hiele theory-based mathematics curricula. There were 150 sixth-grade students, 66 boys and 84 girls,
involved in the study. The researcher employed a multiple-choice geometry test to find out students’ reasoning stages and
a questionnaire to detect students’ motivation in regards to the instruction. These instruments were administered to the students
before and after a five-week period of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA
with α = .05 were used to analyze the quantitative data. The study demonstrated that there was no statistically significant
difference as in motivation between boys and girls, and that no significant difference was detected in the acquisition of
the levels between boys and girls. In other words, gender was not a factor in learning geometry. 相似文献
13.
Lorraine M. Males Samuel Otten Beth A. Herbel-Eisenmann 《Journal of Mathematics Teacher Education》2010,13(6):459-471
This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical
colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the
facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom
discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom
discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers
took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that
challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked
by particular features including the use of particular words and the use of personal experience as a form of evidence. We
present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related
to the development of this type of collegiality across the two different phases of this project. We end with a section in
which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the
analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications
this has with respect to her own practice as a facilitator. 相似文献
14.
Peer popularity is a relevant aspect of well-being and academic success. Amongst other impact factors self-concept and academic achievement are predictive for peer popularity. The present study focuses on the correlation of students’ grades, competencies and self-concepts in mathematics and reading to perceived peer popularity. Against the background of gender stereotypes with respect to the domains mathematics and reading, we hypothesized differential relationships with boys’ and girls’ perceived popularity. In a sample from the National Educational Panel Study of grade five students (N = 4427) from lower (Hauptschule), middle (Realschule) and highest (Gymnasium) track schools, we conducted a multiple group comparison. The results showed similar relationships for both girls and boys in all three school forms. There was a correlation of students’ grades in mathematics and of their verbal self-evaluation with their perceived peer popularity. However, grades in language arts (i.?e. German), domain-specific competencies and mathematical self-concept were not related to perceived popularity. Results suggest that high verbal self-concept is positively associated with high self-assurance in social situations and in communication situations and that mathematics is regarded as more difficult and cognitively challenging compared to language arts. 相似文献
15.
Ingrid Harrington 《Educational Research for Policy and Practice》2008,7(1):47-55
How well boys perform during the compulsory years of schooling is a significant concern with considerable research highlighting
that boys experience problems at school in terms of learning, behaviour, achievement and participation when compared to girls.
In particular, the retention of boys to Year 12 has been problematic. This article reports on a study exploring boys’ motivations
to leave school early on the basis of an opportunistic sample of 22 boys aged 16 in Queensland. The article briefly explores
the issues surrounding boys’ early school leaving, and makes links between their experiences with teachers at school to their
early school leaving decision. 相似文献
16.
Joël Clanet 《European Journal of Psychology of Education - EJPE》2010,25(2):192-206
This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those
classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities
during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student
ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class).
We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes
but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In
these periods, we found links between teaching practices and student achievement. 相似文献
17.
Raymond MacDonald Dorothy Miell Louise Morgan 《European Journal of Psychology of Education - EJPE》2000,15(4):405-415
Although there is an extensive body of literature that investigates the process and outcomes of children’s collaboration on scientific reasoning tasks, very little work has focussed on the nature and quality of children’s collaboration on creative tasks. One study reported here used a questionnaire to music teachers to ask about their typical design of musical tasks in the classroom and the factors that influenced these decisions. A further study reported here investigated the effects of friendship, gender and previous musical experience upon the interactional processes and musical outcome of children’s collaborative compositions. The design included comparison between friendship pairs and non-friendship pairs and also between males and females, with 11–12 year old children at an English middle school. All pairs consisted of one child with previous musical experience and one child without. All compositional sessions were video taped and the musical and verbal elements were coded with reference to the proportion of transactive and non-transactive elements present. Results demonstrated that the communication (both verbal and musical) between the friendship pairs was qualitatively different from the communication in the non-friendship pairs. Specifically, the friendship pairs showed more transactive communication and, when a teacher rated the final compositions, the friendship pairs scored significantly higher. Multiple regression analysis highlighted that the amount of transactive communication was a significant predicator of the quality of the children’s composition. The results are discussed with reference to the nature of communication, the impact of friendship and the assessment of creative work. 相似文献
18.
Michal Ayalon Ruhama Even 《International Journal of Science and Mathematics Education》2010,8(6):1131-1154
This study examines the views of people involved in mathematics education regarding the commonly stated goal of using mathematics
learning to develop deductive reasoning that is usable outside of mathematical contexts. The data source includes 21 individual
semi-structured interviews. The findings of the study show that the interviewees ascribed different meanings to the above-stated
goal. Moreover, none of them said that it is possible to develop formal logic-based reasoning useful outside of mathematics,
but for different reasons. Three distinct views were identified: the intervention–argumentation view, the reservation–deductive
view, and the spontaneity–systematic view. Each interviewee’s view was interrelated with the interviewee’s approach to deductive
reasoning and its nature in mathematics and outside it. 相似文献
19.
This study examined the relationship of selected cognitive and affective variables to mathematics achievement for a random sample of 60 students as they progressed through 6th, 8th,10th and 12th grades. A consistent gender difference was found for stereotyping mathematics as a male domain. No consistent significant gender difference between means was found for spatial skills, verbal skill or mathematics achievement. Confidence, verbal skill and spatial visualization were each consistently positively correlated with mathematics achievement for both males and females. No gender difference was found for these correlations. However, spatial skills alone were found to be consistent significant predictors of mathematics achievement for females each year of the study, but not for males. Verbal skill was a consistent significant predictor of mathematics achievement for males, but not for females. The results of this study could lead to a reevaluation of the hypothesis that spatial skills help boys achieve in mathematics. 相似文献
20.
Peter O. Ogunjuyigbe Ebenezer O. Ojofeitimi Ambrose Akinlo 《Journal of Science Education and Technology》2006,15(3-4):277-284
The paper brings to focus people’s perception about female involvement in science, mathematics and technology (SMT). Data for the study were obtained from a survey conducted in March, 2005 in two Local Government Areas of Osun state, Southwest Nigeria. The paper reveals that: (i) about 57% of household heads, 45.6% of mothers and 57.6% of the children are of the opinion that both boys and girls are given equal right to SMT education (ii) social forces play an important role in determining people’s attitude to SMT (iii) though, parents and stakeholders perceptions about girls’ participation in some professions is changing, however, socio-cultural and economic factors still determine which sex to encourage to read SMT. 相似文献