学生解决分数故事问题时数字策略使用的性别差异

数学教学通讯 Pub Date : 2020-12-23 DOI:10.51272/PMENA.42.2020-76

C. Quinn, Susan B. Empson, V. Jacobs

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引用次数: 0

摘要

本研究以193份学生写作策略为样本，采用多项逻辑回归分析四、五年级学生在分数故事策略使用上的性别差异。性别并不是使用策略类型的重要预测因素，而早期的研究发现，男孩倾向于使用更抽象的策略，而女孩倾向于使用更具体的策略或标准算法。

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Gender differences in number strategy use for students solving fraction story problems

Gender differences in fourth and fifth grade students’ strategy use for a fraction story problem were investigated using multinomial logistic regression on a sample of 193 written student strategies. Gender was not a significant predictor of type of strategy used, in contrast to earlier studies finding that boys tended to use more abstract strategies whereas girls tended to use more concrete strategies or the standard algorithm.

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来源期刊

数学教学通讯

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