ERIC Number: EJ1017783
Record Type: Journal
Publication Date: 2013-Jul
Abstractor: As Provided
Reference Count: 21
Girls' and Boys' Mathematics Achievement, Affect, and Experiences: Findings from ECLS-K
Lubienski, Sarah T.; Robinson, Joseph P.; Crane, Corinna C.; Ganley, Colleen M.
Journal for Research in Mathematics Education, v44 n4 p634-645 Jul 2013
Amid debates about the continued salience of gender in mathematics, this report summarizes an IES-funded investigation of gender-related patterns in the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K). Girls' and boys' mathematics achievement, confidence, and interest were examined, along with experiences at home and school. Teacher-reported instructional practices shed little light on gender gaps in mathematics performance; however, teachers' perceptions of girls and boys could play a role.
Descriptors: Mathematics Achievement, Gender Differences, Self Esteem, Student Interests, Teaching Methods, Teacher Attitudes, Elementary School Mathematics, Elementary School Students, Mathematics Instruction, Parenting Styles, Socioeconomic Status, Child Rearing, Family Environment, Age Differences
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: firstname.lastname@example.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey