Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Early influences on gender differences in mathematics achievement

该项目为期一年，将研究在策略使用、检索速度、空间技能、数学信心和概念理解预测数学成绩方面的性别差异。 从二年级开始到四年级结束的纵向研究将记录在早期策略使用，空间技能和信心方面发现的性别差异是否持续到小学三年，以及它们是否促进了彼此的发展和数学成绩。 选择小学阶段进行研究，是因为尽管在小学年龄段的儿童中已经记录了策略使用、空间技能和信心方面的性别差异，但尚不清楚这些差异如何影响数学成绩。 如果数学成绩和概念理解受到这些早期出现的性别差异的影响，那么就有必要在小学早期对女孩的数学进行干预，而不是等到初中和高中时，性别差异变得更加明显。该项目将在一年的时间内研究策略使用，检索速度，空间技能，数学自信和概念理解对数学成绩有预测作用。 从二年级开始到四年级结束的纵向研究将记录在早期策略使用，空间技能和信心方面发现的性别差异是否持续到小学三年，以及它们是否促进了彼此的发展和数学成绩。 选择小学阶段进行研究，是因为尽管在小学年龄段的儿童中已经记录了策略使用、空间技能和信心方面的性别差异，但尚不清楚这些差异如何影响数学成绩。 如果数学成绩和概念理解受到这些早期出现的性别差异的影响，这就表明有必要在小学早期对女孩的数学进行干预，而不是等到初中和高中，那时性别差异变得更加明显。

This project over a year period, will examine gender differences in the ways strategy use, speed of retrieval, spatial skills, confidence in mathematics, and conceptual understanding predict mathematics achievement. The longitudinal study beginning in the second grade and ending in the fourth grade, will document whether gender difference found in early strategy use, spatial skills and confidence continue through three years of elementary school and whether they promote each other's development and mathematics achievement. The elementary school years have been selected for study because although gender differences in strategy use, spatial skills, and confidence have been documented in elementary school age children, it is not clear how these differences may impact mathematics achievement. If mathematics achievement and conceptual understanding are affected by these early emerging gender differences that would suggest a need to intervene in girls' mathematics in the early elementary school years as opposed to waiting until the middle school and high school years when gender differences become more pronounced.This project over a year period, will examine gender differences in the ways strategy use, speed of retrieval, spatial skills, confidence in mathematics, and conceptual understanding predict mathematics achievement. The longitudinal study beginning in the second grade and ending in the fourth grade, will document whether gender difference found in early strategy use, spatial skills and confidence continue through three years of elementary school and whether they promote each other's development and mathematics achievement. The elementary school years have been selected for study because although gender differences in strategy use, spatial skills, and confidence have been documented in elementary school age children, it is not clear how these differences may impact mathematics achievement. If mathematics achievement and conceptual understanding are affected by these early emerging gender differences that would suggest a need to intervene in girls' mathematics in the early elementary school years as opposed to waiting until the middle school and high school years when gender differences become more pronounced.