An integrative data analysis of gender differences in children's understanding of mathematical equivalence.

Autor: Hornburg CB; Department of Psychology, University of Notre Dame, Notre Dame, IN 46556, USA. Electronic address: hornburg.1@nd.edu., Rieber ML; Department of Psychology, University of Notre Dame, Notre Dame, IN 46556, USA., McNeil NM; Department of Psychology, University of Notre Dame, Notre Dame, IN 46556, USA.
Jazyk: angličtina
Zdroj: Journal of experimental child psychology [J Exp Child Psychol] 2017 Nov; Vol. 163, pp. 140-150. Date of Electronic Publication: 2017 Jul 10.
DOI: 10.1016/j.jecp.2017.06.002
Abstrakt: This study examined gender as a potential source of variation in children's formal understanding of mathematical equivalence. The hypothesis was that girls would perform more poorly than boys. An integrative data analysis was conducted with 960 second and third graders across 14 previously conducted studies of children's understanding of mathematical equivalence. Measures included problem solving, problem encoding, and equal sign definition. Overall, children performed poorly on all measures. As predicted, girls were less likely than boys to solve mathematical equivalence problems correctly, even though there were no gender differences in calculation accuracy. In addition, girls were more likely than boys to use the "add-all" strategy, an incorrect strategy that has been shown to be more resistant to change than other incorrect strategies. There were not statistically significant differences for encoding or defining the equal sign, suggesting that deficits may reflect girls' tendency to follow taught algorithms.
(Copyright © 2017 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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