Gender Differences in Mathematics

An Integrative Psychological Approach

Author: Ann M. Gallagher,James C. Kaufman

Publisher: Cambridge University Press

ISBN: 9781139443753

Category: Psychology

Page: N.A

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Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.

International Perspectives on Gender and Mathematics Education

Author: Olof Steinthorsdottir,Helen J. Forgasz,Joanne Rossi Becker,Kyeonghwa Lee

Publisher: IAP

ISBN: 1617350435

Category: Education

Page: 467

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Why a book on gender issues in mathematics in the 21st century? Several factors have influenced the undertaking of this project by the editors. First, an international volume focusing on gender and mathematics has not appeared since publication of papers emerging from the 1996 International Congress on Mathematical Education (Keitel, 1998). Surely it was time for an updated look at this critical area of mathematics education. Second, we have had lively discussion and working groups on gender issues at conferences of the International Group for the Psychology of Mathematics Education [PME] for the past four years, sessions at which stimulating and groundbreaking research has been discussed by participants from many different countries. Some publication seemed essential to share this new knowledge emerging from a wider variety of countries and from different cultural perspectives. Third, some western countries such as Australia and the USA have experienced in recent years a focus on the “boy problem,” with an underlying assumption that issues of females and mathematics have been solved and are no longer worthy of interest. Thus it seemed timely to look more closely at the issue of gender and mathematics internationally. When the idea for this volume first emerged, invitations were issued to those regularly attending the working and discussion groups at PME. Potential authors were charged to focus on gender issues in mathematics and were given wide scope to hone in on the issues that were central to their own research efforts, or were in receipt or in need of close attention in their own national or regional contexts.

Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty

Author: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on National Statistics,Policy and Global Affairs,Committee on Women in Science, Engineering, and Medicine,Committee on Gender Differences in Careers of Science, Engineering, and Mathematics Faculty

Publisher: National Academies Press

ISBN: 9780309155861

Category: Social Science

Page: 384

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Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this congressionally mandated book is based on two unique surveys of faculty and departments at major U.S. research universities in six fields: biology, chemistry, civil engineering, electrical engineering, mathematics, and physics. A departmental survey collected information on departmental policies, recent tenure and promotion cases, and recent hires in almost 500 departments. A faculty survey gathered information from a stratified, random sample of about 1,800 faculty on demographic characteristics, employment experiences, the allocation of institutional resources such as laboratory space, professional activities, and scholarly productivity. This book paints a timely picture of the status of female faculty at top universities, clarifies whether male and female faculty have similar opportunities to advance and succeed in academia, challenges some commonly held views, and poses several questions still in need of answers. This book will be of special interest to university administrators and faculty, graduate students, policy makers, professional and academic societies, federal funding agencies, and others concerned with the vitality of the U.S. research base and economy.

Towards Gender Equity in Mathematics Education

An ICMI Study

Author: Gila Hanna

Publisher: Springer Science & Business Media

ISBN: 0306472058

Category: Education

Page: 305

View: 8343

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THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by “education” and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education.

Gender Differences in Aspirations and Attainment

Author: Ingrid Schoon,Jacquelynne S. Eccles

Publisher: Cambridge University Press

ISBN: 1107021723

Category: Psychology

Page: 510

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A dynamic and contextualized account of the processes and mechanisms underlying gendered career decisions and attainment across the life course.

Gender Differences in Human Cognition

Author: John T. E. Richardson Professor of Psychology in the Department of Human Sciences Brunel University,Paula J. Caplan Professor of Psychology in the Department of Human Sciences Brunel University,Mary Crawford Professor of Psychology in the Department of Human Sciences Brunel University,Janet Shibley Hyde Professor of Psychology in the Department of Human Sciences Brunel University

Publisher: Oxford University Press, USA

ISBN: 0195354540

Category: Psychology

Page: 192

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Promoting Equity in Maths Achievement. The Current discussion

Author: Maria Chionidou-Moskofoglou

Publisher: Edicions Universitat Barcelona

ISBN: 8447532259

Category:

Page: 206

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Presented in this volume is a kaleidoscopic view of the research done in the PREMA project (Promoting Equity in Maths Achievement. Proceedings of the Project's Workshops), which was a twenty months research study type of project funded under the "General Activities of Observation, Analysis and Innovation" of the Socrates Programme (European Commission, DG for Education and Culture). The research is enrooted on the position that the achievement of Europe's Lisbon goal set in March 2000 is dependent on the extend to which Europe will utilize all of its human resources and its rich socio-cultural heritage

Gender Differences in Performance of Chemistry Practical Skills Among Senior Six Students in Kampala District

Author: Fredrick Ssempala

Publisher: Universal-Publishers

ISBN: 1599427001

Category: Education

Page: 108

View: 7683

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The aim of this study was to determine if there were gender differences in the performance of Chemistry practical skills among senior six girls and boys in selected mixed secondary schools in Kampala District from February to March 2004. The study participants were drawn from five mixed secondary schools in the district. A total of fifty students participated, half of them girls and the other half boys. A cross sectional descriptive research design was used involving both quantitative and qualitative research strategies. The instruments of data collection were a Chemistry practical test (Quantitative analysis), student questionnaires and in-depth interviews. Questionnaires were filled out by all students and forty randomly selected students were interviewed by the researcher. The following were the findings: 1. There were no statistical significant differences between girls and boys in their ability to manipulate the apparatus/equipment, take observation, report/record results correctly, and compute/interpret/analyze results during the Chemistry practical. 2. Both female and male students perceived interpreting/analyzing results to be the most difficult skill to perform, whereas manipulation of apparatus/equipment was perceived to be the easy skill to perform during Chemistry practical by both gender. 3. Girls had a poor self-confidence in their ability to perform Chemistry practical, as most of them (90%) believed that boys are better than them. Although girls performed slightly better than boys overall, the skills in which boys performed slightly better than girls in recording/reporting results correctly, and computing/interpreting/analyzing results, contributed a higher percentage in the assessment of Chemistry practical examinations by the UNEB examiners. Hence, it may be the reason why boys perform better than girls in UNEB Chemistry practical examinations, and in 'A' Level Chemistry examinations generally. The recommendations were that Chemistry teachers in 'O' Level should make sure that students are taught mole concept, volumetric analysis and Ionic Chemistry, and balancing equations early enough so that both girls and boys are able to compute/interpret/analyze results. Also, further research should be done on gender and Chemistry practical skill performance, considering qualitative analysis practical for both 'O' and 'A' Level, so that more knowledge is gained about the effect of gender on performance of Chemistry practical skills.

The Development of Sex Differences and Similarities in Behavior

Author: Marc Haug

Publisher: Springer Science & Business Media

ISBN: 9780792322368

Category: Medical

Page: 493

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This varied and impressive volume is a record of the major presentations at the NATO Advanced Research Workshop on the Development of Sex Differences and Similarities in Behavior held at Chateau de Bonas, Gers, France, July 14-18, 1992."

Towards Equity in Mathematics Education

Gender, Culture, and Diversity

Author: Helen Forgasz,Ferdinand Rivera

Publisher: Springer Science & Business Media

ISBN: 3642277020

Category: Education

Page: 598

View: 3957

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​​This volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature. The pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that all individuals regardless of sex, in any age range, and in whatever context need to be provided with an opportunity to become mathematically able. The publication of this Springer volume on equity in mathematics education is situated at a time when there is strong and sustained research evidence indicating the persistence of an equity gap in mathematics, which has now enabled the mathematics education community to engage in a discourse of access for all. The research studies that are reported and discussed in the volume have been drawn from an international group of distinguished scholars whose impressive, forward-looking, and thought-provoking perspectives on relevant issues incite, broaden, and expand complicated conversations on how we might effectively achieve equity in mathematics education at the local, institutional, and systemic levels. Further, the up-to-date research knowledge in the field that is reflected in this volume provides conceptual and practical outlines for mechanisms of change, including models, examples, and usable theories that can inform the development of powerful equitable practices and the mobilization of meaningful equity interventions in different contexts of mathematics education.​

Equity in the Classroom

Towards Effective Pedagogy for Girls and Boys

Author: Caroline V. Gipps

Publisher: Routledge

ISBN: 1135716811

Category: Education

Page: 294

View: 3157

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Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

Equity in the Classroom

Towards Effective Pedagogy for Girls and Boys

Author: Patricia Murphy,C. V. Gipps,Unesco

Publisher: Psychology Press

ISBN: 9780750705400

Category: Education

Page: 286

View: 6396

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Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

Women in Science

Career Processes and Outcomes

Author: Yu Xie,Kimberlee A. Shauman

Publisher: N.A

ISBN: 9780674018594

Category: Science

Page: 318

View: 9020

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Why do so few women choose a career in science--even as they move into medicine and law in ever-greater numbers? In one of the most comprehensive studies of gender differences in science careers ever conducted, Women in Science provides a systematic account of how U.S. youth are selected into and out of science education in early life, and how social forces affect career outcomes later in the science labor market. Studying the science career trajectory in its entirety, the authors attend to the causal influences of prior experiences on career outcomes as well as the interactions of multiple life domains such as career and family. While attesting to the progress of women in science, the book also reveals continuing gender differences in mathematics and science education and in the progress and outcomes of scientists' careers. The authors explore the extent and causes of gender differences in undergraduate and graduate science education, in scientists' geographic mobility, in research productivity, in promotion rates and earnings, and in the experience of immigrant scientists. They conclude that the gender gap in parenting responsibilities is a critical barrier to the further advancement of women in science.

Equity In Mathematics Education

Influences Of Feminism And Culture

Author: Gabriele Kaiser

Publisher: Routledge

ISBN: 113571892X

Category: Education

Page: 292

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This text provides a critical overview of current thinking about equity issues in the teaching and learning of mathematics. Grounded in feminist theories of curriculum change and a broad range of cultural perspectives, the new approaches described here go beyond "special programmes" and "experimental treatments" designed to correct perceived problems and deficits. Instead they establish how improved instructional practices and a fuller understanding of the nature of the mathematical enterprise can overcome the systemic obstacles that have thwarted women's participation in this important field.; This book will appeal to all those who are interested in the mathematical education of women, including teachers, parents, administrators and researchers.