Hornburg Caroline Byrd, Rieber Marisa L, McNeil Nicole M
Department of Psychology, University of Notre Dame, Notre Dame, IN 46556, USA.
Department of Psychology, University of Notre Dame, Notre Dame, IN 46556, USA.
J Exp Child Psychol. 2017 Nov;163:140-150. doi: 10.1016/j.jecp.2017.06.002. Epub 2017 Jul 10.
This study examined gender as a potential source of variation in children's formal understanding of mathematical equivalence. The hypothesis was that girls would perform more poorly than boys. An integrative data analysis was conducted with 960 second and third graders across 14 previously conducted studies of children's understanding of mathematical equivalence. Measures included problem solving, problem encoding, and equal sign definition. Overall, children performed poorly on all measures. As predicted, girls were less likely than boys to solve mathematical equivalence problems correctly, even though there were no gender differences in calculation accuracy. In addition, girls were more likely than boys to use the "add-all" strategy, an incorrect strategy that has been shown to be more resistant to change than other incorrect strategies. There were not statistically significant differences for encoding or defining the equal sign, suggesting that deficits may reflect girls' tendency to follow taught algorithms.
本研究考察了性别这一因素，看其是否为儿童对数学等价性的形式理解存在差异的潜在来源。研究假设是女孩的表现会比男孩差。对之前进行的14项关于儿童对数学等价性理解的研究中的960名二、三年级学生进行了综合数据分析。测量指标包括问题解决、问题编码和等号定义。总体而言，儿童在所有测量指标上表现都很差。正如预测的那样，女孩正确解决数学等价性问题的可能性低于男孩，尽管在计算准确性上不存在性别差异。此外，女孩比男孩更有可能使用“全部相加”策略，这是一种错误的策略，已被证明比其他错误策略更难改变。在对等号的编码或定义方面没有统计学上的显著差异，这表明缺陷可能反映了女孩倾向于遵循所学算法的特点。
