Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom
Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom
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本科数学课堂中的探究和性别不平等
DOI：
10.5951/jresematheduc-2020-0043
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发表时间：
2020
影响因子：
2.8
通讯作者：
Nicholas Fortune
中科院分区：
文献类型：
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作者：
Estrella Johnson;Christine Andrews;K. Keene;K. Melhuish;Rachel Keller;Nicholas Fortune
我们的领域普遍达成共识，主动学习方法可以提高学生的成功；然而，有必要探索特定的教学方法如何影响不同的学生群体。我们研究了性别和学生学习成果之间的关系在一个背景下：探究为导向的抽象代数。利用层次线性模型，我们分析了522名学生的内容评估数据。我们发现在以探究为导向的班级中存在性别表现差异（男性表现优于女性），这在其他班级中并不存在。我们把男女之间的差异结果作为我们背景下性别不平等的证据。针对这些发现，我们提出了未来研究此类课程中学生性别体验的途径。
Our field has generally reached a consensus that active-learning approaches improve student success; however, there is a need to explore the ways that particular instructional approaches affect various student groups. We examined the relationship between gender and student learning outcomes in one context: inquiry-oriented abstract algebra. Using hierarchical linear modeling, we analyzed content assessment data from 522 students. We detected a gender performance difference (with men outperforming women) in the inquiry-oriented classes that was not present in other classes. We take the differential result between men and women to be evidence of gender inequity in our context. In response to these findings, we present avenues for future research on the gendered experiences of students in such classes.