ERIC Number: ED389588
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
Gender-Related Differences in Interaction Patterns in Elementary School Inquiry Mathematics Classrooms.
Gregg, Diana Underwood
The purposes of this study were to: (1) identify interaction patterns that emerged during mathematics instruction in elementary school classrooms that established an "inquiry" mathematics tradition, (2) describe any gender-related differences in these patterns, and (3) attempt to account for the presence or absence of such differences. Preliminary analysis suggests that aspects of an inquiry approach to mathematics instruction may have had a positive impact in providing gender-equitable learning opportunities for boys and girls. (Author/MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.