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ERIC Number: EJ877906
Record Type: Journal
Publication Date: 2010-Apr
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
Mathematical Thinking of Kindergarten Boys and Girls: Similar Achievement, Different Contributing Processes
Klein, Pnina S.; Adi-Japha, Esther; Hakak-Benizri, Simcha
Educational Studies in Mathematics, v73 n3 p233-246 Apr 2010
The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher-child mathematics interaction variables. Kindergarten children (N = 80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children's mathematics, spatial, and verbal skills and the teachers' mathematical communication were assessed. No gender differences were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However, mathematics performance was related to boys' spatial reasoning and to girls' verbal skills, suggesting that they use different processes for solving mathematical problems. Furthermore, the boys' levels of spatial and verbal skills were not found to be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher-child interactions was found to be related to girls' but not to boys' mathematics performance, suggesting that boys may need other forms of mathematics communication and teaching.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A