儿童数学态度的发展:性别差异、主要社交因素和干预方法

IF 5.7 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Susan C. Levine, Nancy Pantoja
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引用次数: 19

摘要

各种数学态度与数学成绩的关系在青少年和成人中得到了广泛的研究。近年来,研究者开始研究幼儿数学态度与数学成绩的关系。本文综述了数学焦虑、数学自我概念、心态和数学性别刻板印象这四种与早期数学学习相关的态度的理论与研究。这些态度与小学早期的数学成绩有关。我们的研究表明,早期数学成绩在积极或消极数学态度的初始发展中起着重要作用,而积极或消极的数学态度反过来又可能启动一个恶性或良性循环,从而促进或破坏数学学习。此外,性别差异在数学态度(偏爱男孩)出现在小学早期到中期。一个重要的未来方向包括理解早期对数学的态度是如何相互关联的,以及某些态度的星座是否普遍存在。我们还考虑了主要社交者——父母和老师——持有的三种数学态度:一般的(数学-性别刻板印象和心态),自我相关的(数学焦虑),以及儿童特定的(对孩子或学生的数学期望和价值)。我们的研究强调了关键社交者的数学态度和相关行为,以及他们孩子的数学态度和数学成绩之间的联系。基于这些发现,我们提出了早期数学成就-态度模型(EMAA)。一个重要的未来方向是增加我们对不同数学态度星座的关键社交者如何与孩子们一起学习数学的理解。最后,基于我们对这些主题以及干预研究的回顾,我们讨论了有望改善幼儿数学成绩和数学态度的干预方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches

The relation of various math attitudes to math achievement has been extensively studied in adolescents and adults. Recently, researchers have begun to examine the math attitude-math achievement relation in young children. We review theories and research on four attitudes relevant to early math learning—math anxiety, math self-concept, mindset, and math-gender stereotype. These attitudes emerge and are related to math achievement by early elementary school. Our review suggests that early math achievement plays an important role in the initial development of either positive or negative math attitudes, which in turn, may initiate a vicious or virtuous cycle that can enhance or undermine math learning. Additionally, gender differences in math attitudes (favoring boys) emerge by early to mid-elementary school. An important future direction involves understanding how early attitudes about math relate to each other, and whether certain constellations of attitudes are prevalent. We also consider three types of math attitudes that key socializers—parents and teachers—hold: general (math-gender stereotypes and mindsets), self-relevant (math anxiety), and child-specific (expectations and value of math for their child or student). Our review highlights a link between key socializers’ math attitudes and associated behaviors, and their children’s math attitudes and math achievement. Based on these findings, we propose the Early Math Achievement-Attitude model (EMAA). An important future direction involves increasing our understanding of how key socializers with different math attitude constellations engage with children around math. Finally, based on our review of these topics as well as intervention studies, we discuss intervention approaches that hold promise for improving young children’s math achievement and math attitudes.

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来源期刊
Developmental Review
Developmental Review PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
11.00
自引率
3.00%
发文量
27
审稿时长
51 days
期刊介绍: Presenting research that bears on important conceptual issues in developmental psychology, Developmental Review: Perspectives in Behavior and Cognition provides child and developmental, child clinical, and educational psychologists with authoritative articles that reflect current thinking and cover significant scientific developments. The journal emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology. The research concerns issues with important implications for the fields of pediatrics, psychiatry, and education, and increases the understanding of socialization processes.
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