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

这个项目为期一年，将考察在策略使用方式、检索速度、空间技能、对数学的信心以及预测数学成绩的概念理解方面的性别差异。这项纵向研究从二年级开始，到四年级结束，将记录在早期策略使用、空间技能和自信方面的性别差异是否会持续到小学三年，以及它们是否相互促进对方的发展和数学成就。之所以选择小学阶段作为研究对象，是因为尽管小学阶段儿童在策略使用、空间技能和自信心方面存在性别差异，但尚不清楚这些差异会如何影响数学成绩。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，这表明有必要在小学早期干预女孩的数学学习，而不是等到性别差异更加明显的初中和高中阶段。这个项目将在一年的时间里，考察性别差异在策略使用、检索速度、空间技能、对数学的信心和概念理解预测数学成绩的方式上的差异。这项纵向研究从二年级开始，到四年级结束，将记录在早期策略使用、空间技能和自信方面的性别差异是否会持续到小学三年，以及它们是否相互促进对方的发展和数学成就。之所以选择小学阶段作为研究对象，是因为尽管小学阶段儿童在策略使用、空间技能和自信心方面存在性别差异，但尚不清楚这些差异会如何影响数学成绩。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，这表明有必要在小学早期干预女孩的数学，而不是等到性别差异变得更加明显的初中和高中阶段。

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.