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

夏威夷大学正在调查儿童和家长在完成数字、代数和几何数学任务时使用的语言和动作的性别差异。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-父母二元组中的每一个都将完成三项任务，一项代表三个内容链中的每一个，分别是数字、代数和几何，并被记录在音频和录像带上。这些录音将被编码，以确定父母和孩子使用认知要求语言的性别差异，方法是计算任务中概念性问题、因果解释或具体使用数学词汇的数量。我们将收集儿童的自我效能感和父母对孩子能力的信念的数据，以确定这些与四种类型的孩子-父母二元组(女儿-母亲，儿子-母亲，女儿-父亲，儿子-父亲)使用的认知要求高的语言之间的关系。智力价值这项研究的结果将增加对父母和社会经济地位较低的不同种族的孩子在数学任务上存在的性别差异的认识和理解。Pisa(2003)的研究发现，自我效能感是学生表现的最强预测者之一，这表明考察儿童的自我效能感和父母的能力信念与认知要求语言的使用之间的关系是非常重要的。之前的相关研究主要集中在受过高等教育的欧洲裔美国父母身上。该计划包括在与研究人群合作之前，仔细和彻底地开发和试验20个孩子-父母二元组的数学任务和工具。更广泛的影响拟议中的研究结果将有助于确定家长材料和家长参与计划在处理类似于改革数学课程中发现的数学任务时，如何解决父母和孩子在语言和行为上的性别差异。这一研究成果将引起数学教育和家长教育领域的许多利益相关者的兴趣。这项拟议研究的参与者将是来自代表性不足群体的学生：女性、不同种族和低社会经济地位。预计这些发现将导致这些群体更广泛地参与数学。

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.