GSE/RES The Role of Gender in Language Used by Children and Parents Working on Mathematical Tasks

GSE/RES 性别在从事数学任务的儿童和家长使用的语言中的作用

• 批准号: 0522946
• 负责人: Judith Olson
• 金额: --
• 依托单位: University of Hawaii
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-01 至 2010-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0522946&HistoricalAwards=false
• 关键词: GSE; RES; Role; Gender; Language

The University of Hawaii is investigating gender-related differences in language and actions used by children and parents when working on mathematical tasks in number, algebra, and geometry.Parents and their children from diverse ethnicities with low socioeconomic status will be recruited from public schools in Hawaii. Each of 100 child-parent dyads will work on three tasks, one representing each of three content strands, number, algebra, and geometry while being recorded on audio- and videotape. These recordings will be coded to determine gender-related differences in parents' and children's use of cognitively demanding language, by counting the number of conceptual questions, causal explanations, or specific use of mathematics vocabulary during tasks. Data will be gathered on children's self-efficacy and parent's competence beliefs for their children to determine how these related to the cognitively demanding language used by the four types of child-parent dyads (daughter-mother, son-mother, daughter-father, son-father).Intellectual MeritThe results of this research will add knowledge and understanding of gender differences that exist when parents and children of diverse ethnicities with low socioeconomic status work on mathematical tasks together. The Pisa (2003) findings that self-efficacy is one of the strongest predictors of student performance indicate the importance of examining the relationship of self-efficacy of children and parents' competence beliefs to the use of cognitively demanding language. Previous related research focused primarily on highly-educated European-American parents. The plan includes careful and thorough development and piloting of mathematical tasks and instruments with 20 child-parent dyads prior to working with the study population. Broader ImpactThe findings from the proposed research will help determine ways parent materials and parent involvement programs should address the gender differences in language and actions of parents and their children when working on mathematical tasks similar to those found in reform mathematics curricula. This research results will be of interest to many stakeholders in mathematics education and parent education. Participants in the proposed research will be students from underrepresented groups: females, diverse ethnicities, and low socioeconomic status. It is anticipated that the findings will lead to broader participation of these groups in mathematics.

夏威夷大学正在调查孩子和父母在完成数字、代数和几何等数学任务时，在语言和行为上的性别差异。来自不同种族、社会经济地位较低的父母和他们的孩子将从夏威夷的公立学校招募。 100个孩子和父母的配对中的每一个都将完成三个任务，一个代表三个内容链，数字，代数和几何，同时被记录在音频和视频磁带上。这些记录将被编码，以确定父母和儿童在使用认知要求语言方面的性别差异，方法是计算任务期间概念问题、因果解释或数学词汇具体使用的数量。本研究将收集儿童的自我效能感和父母对子女的能力信念的数据，以确定这些信念与四种类型的儿童-父母对所使用的认知要求语言之间的关系（女儿-母亲，儿子-母亲，女儿-父亲，儿子（父亲）智力优点这项研究的结果将增加知识和理解存在的性别差异时，父母和孩子的不同种族低社会经济地位的人一起完成数学任务。比萨（2003）的研究结果表明，自我效能感是学生成绩的最强预测因子之一，这表明了研究儿童自我效能感和父母能力信念与认知要求语言使用之间关系的重要性。 以前的相关研究主要集中在受过高等教育的欧美父母身上。 该计划包括仔细和彻底的发展和试点的数学任务和工具与20个儿童父母二人组之前，与研究人口。 更广泛的影响从拟议的研究结果将有助于确定如何家长材料和家长参与计划应解决性别差异的语言和行动的父母和他们的孩子时，在数学任务类似于那些发现在改革数学课程。 这项研究结果将有兴趣在数学教育和家长教育的许多利益相关者。拟议研究的参与者将是来自代表性不足的群体的学生：女性，不同种族和低社会经济地位。预计研究结果将导致这些群体更广泛地参与数学。