Gender Differences In Math Achievement In Primary Grades
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Gender Differences In Math Achievement In Primary Grades
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Author : Whitney Benson
language : en
Publisher:
Release Date : 2015
Gender Differences In Math Achievement In Primary Grades written by Whitney Benson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Academic achievement categories.
"This study was completed to find if there is a significant difference in male and female achievement in the area of math during primary grade years. This topic has been studied by many and proven by some that boys are outperforming females in the area of math. It has not been discovered what the underlying cause of this is but seems to be associated with stereotypes and the brain make up.--[portion of abstract]
Teacher Gender And Student Achievement In Mathematics
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Author : Donald P. Warwick
language : en
Publisher:
Release Date : 1992
Teacher Gender And Student Achievement In Mathematics written by Donald P. Warwick and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1992 with Academic achievement categories.
The Gender Differences In Mathematics Achievement In Geometry Using Manipulatives Based Instruction
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Author : Sarah Jean Pon
language : en
Publisher:
Release Date : 2013
The Gender Differences In Mathematics Achievement In Geometry Using Manipulatives Based Instruction written by Sarah Jean Pon and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
The United States is currently underperforming in mathematics and technology. Many studies have shown differences gender differences for specific learning styles and achievement in math. Other factors, such as math self-concept and societal stereotypes also effect male and female interest and progress in math learning. Additionally, studies have indicated that instructional strategies using manipulatives and targeting spatial ability have improved the math learning of both males and females, specifically in the elementary years. The purpose of this thesis is to examine whether students' gender impacts their math achievement in a Geometry unit, when instruction is designed to tie concrete manipulatives tools to abstract math concepts. vi Sources of Data The research was conducted at a K-6 public school in a suburban area in Yolo County. The subjects included 32 fourth graders with diverse backgrounds from one classroom. The students consisted of 21 boys and 11 girls. All students were given the same instruction, practice and assessment during the Geometry unit. Instruction consisted of manipulatives-based strategies, including model building and manipulatives sorts where students identified and classified shapes based on their characteristics. All participants completed a pre-test, post-test, and post-post-test to analyze the mean growth differences for males and females. Conclusions Reached The data indicated that there was a significant difference in the mean growth for male and female students from the pre-test to post-test in their overall test scores. Male participants had a greater mean score growth for the pre-test to post-test in their composite score. An additional finding was also significant, indicating that females' mean growth from post-test to post-post-test was greater for both the composite score and open-ended question portion of the test.
Mothers Teachers Peers And The Gender Gap In Early Math Achievement
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Author : Pedro Carneiro
language : en
Publisher:
Release Date : 2018
Mothers Teachers Peers And The Gender Gap In Early Math Achievement written by Pedro Carneiro and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
We study the determinants of math achievement among children in early elementary school using data from a unique experiment in which children were randomly assigned to classrooms within schools for four consecutive grades. As a result, each child in our sample was exposed to four separate, orthogonal shocks to the quality of teachers and peers. We first show that there are steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys. We use the experimental design to test for differences in how boys and girls respond to different measures of the quality of their classrooms, teachers, and peers. We find no evidence of differential responses by gender.
Making Sense Of Mathematics For Teaching Girls In Grades K 5
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Author : Thomasenia Lott Adams
language : en
Publisher:
Release Date : 2019
Making Sense Of Mathematics For Teaching Girls In Grades K 5 written by Thomasenia Lott Adams and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Academic achievement categories.
"Making Sense of Mathematics for Teaching Girls: Perceptions, Practices, and Priorities, the latest companion to the Making Sense of Mathematics for Teaching book, highlights the gender achievement gap in mathematics that is present in K-5 classrooms across the United States and uses research to offer readers practical steps to eliminate the inequity. Specifically, readers will examine how their, parents', and school and district leaderships' confidence as a learner of mathematics influences how girls view their ability to learn and retain mathematics knowledge. Authors Thomasenia Lott Adams, Taylar B. Wenzel, Kristopher J. Childs, and Samantha R. Neff offer recommendations to support the teaching and learning of mathematics for girls in the classroom, in the home, and across the district"--
Gender Differences In Math And Verbal Self Concept And The Impact On Academic Achievement
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Author : Maureen T. B. Drysdale
language : en
Publisher:
Release Date : 2004
Gender Differences In Math And Verbal Self Concept And The Impact On Academic Achievement written by Maureen T. B. Drysdale and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with categories.
This study examined the relationship between academic domain specific self-concept (specifically mathematical and verbal) and the academic achievement in mathematics and English of young adolescents. Middle school students in grades seven and eight ranging in age from 12 to 15 years completed three subscales of the Self-Description Questionnaire-II (general school, verbal and mathematical self-concept). Results indicated that females displayed lower levels of mathematical self-concept while males displayed lower levels of academic self-concept, verbal self-concept and verbal achievement scores. No significant gender differences were found in mathematics achievement. Educational implications are discussed. (Contains 6 tables.).
Gender Differences In Mathematical Achievement Among Norwegian Elementary School Students
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Author : Terje Manger
language : en
Publisher:
Release Date : 1997
Gender Differences In Mathematical Achievement Among Norwegian Elementary School Students written by Terje Manger and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with categories.
Gender Differences In Math Achievement Students Attitudes And Teachers Beliefs
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Author : Madona Kamal Chartouny
language : en
Publisher:
Release Date : 2011
Gender Differences In Math Achievement Students Attitudes And Teachers Beliefs written by Madona Kamal Chartouny and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Academic achievement categories.
The Effects Of Teacher Gender On Mathematics Achievement Of First Grade Students
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Author : Werner Joseph Barnett
language : en
Publisher:
Release Date : 1979
The Effects Of Teacher Gender On Mathematics Achievement Of First Grade Students written by Werner Joseph Barnett and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1979 with Mathematics categories.
Purpose of the Study The purpose of the study was to determine whether there were significant statistical differences in achievement between first-grade students taught mathematics by male teachers as compared to first-grade students taught mathematics by female teachers. A substantive hypothesis was formed, which stated: "This writer hypothesizes that mean-gain scores are independent of teacher gender." Two null hypotheses were formed and tested: (1) Acquisition of mathematics concepts by first-grade students will not be affected significantly by teacher gender as measured by the SRA Assessment Series; and (2) Acquisition of mathematics computation knowledge by first-grade students will not be affected significantly by teacher gender as measured by the SRA Assessment Series. Six subhypotheses were formed for each null hypothesis. The sub-hypotheses dealt with all possible combinations of teacher-student groupings. Procedures A total of 206 first-grade students participated in the study. Four male first-grade teachers were found. Six female first-grade teachers were matched with the male first-grade teachers. A pre-test was administered to the students in October and early November. A posttest was administered to the same students in May. Differences in the results of these two tests were computed as mean-gain scores. The null hypotheses were tested by analysis of covariance. The sub-hypotheses had all possible t-tests applied to them. Findings The findings of this study indicated the need to reject null hypothesis number one and number two. The effect of teacher gender was statistically significant for these null hypotheses. Students taught by male teachers had significantly higher mean-gain scores than students taught by female teachers. The gender of the student was not significant. Five of the twelve sub-hypotheses also had to be rejected due to the effects of teacher gender. Recommendations In view of the findings of this study, the writer offers the follow ing recommendations to schools of teacher education, public schools, and other groups concerned with having a balance of male and female teachers throughout the range of grade levels and subject matter: 1. Dropping the barriers that may prevent either gender from teaching at any grade or subject area. 2. Exercising strict control over such variables as quality of teachers, enthusiasm for teaching, and views on testing needs and procedure, before attempting a study of the influence of teacher gender. 3. Researching further in other areas of the curriculum to see if there are differences due to teacher gender in these other areas. 4. Conducting needed long-range studies of the effect of teacher gender on primary-grade students. 5. Using a large population of subjects to do research in the area of both social and academic influence exerted by teacher gender. 6. Conducting studies of the effects of items on the survey to determine the importance of each as it relates to mathematics achievement.
Mathematics And Gender
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Author : Elizabeth Fennema
language : en
Publisher: Teachers College Press
Release Date : 1990
Mathematics And Gender written by Elizabeth Fennema and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Education categories.
This edited collection describes how the Autonomous Learning Behaviours (ALB) model, formulated by Fennema and Peterson, specifically relates to gender differences in mathematics education, learning and performance. The book provides a background to the debate on gender differences; considers the interactions between internal beliefs and external influences, as well as their effects on learning math; and provides a summary of the latest research relevant to the ALB model. Gender differences in learning mathematics is examined from a variety of perspectives, strengthened by longitudinal studies and a cross-cultural American and Australian perspective..
