Gender Differences in the Early Years in Addition and Subtraction [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p79-86.

Autor/in	Horne, Marj
Titel	Gender Differences in the Early Years in Addition and Subtraction [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p79-86.
Quelle	3 (2003), S.79-86 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Mathematics; Arithmetic; Longitudinal Studies; Grade 3; Mathematical Logic; Cognitive Processes; Grade 2; Subtraction; Gender Differences; Elementary School Students; Grade 1; Kindergarten; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 03; 3. Schuljahr; Schuljahr 03; Mathematical logics; Mathematische Logik; Cognitive process; Kognitiver Prozess; School year 02; 2. Schuljahr; Schuljahr 02; Subtraktion; Geschlechterkonflikt; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Australien
Abstract	Recent large scale international studies have indicated that while a gender differential in mathematics performance still exists at secondary school level there are few differences in the primary school years. However there is some indication that differences exist in the use of mental strategies rather than in correctness of responses. In this paper some findings from a large scale longitudinal study of children in grades 0-3 are presented. The results appear to confirm that in Grades 2 and 3 a gender difference exists in the strategies children use to answer addition and subtraction problems. (Contains 2 figures and 3 tables.) [This research was funded by the Victorian Department of Employment, Education and Training, the Catholic Education Office (Melbourne), and the Association of Independent Schools Victoria. For complete proceedings, see ED500858.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10