TY - JOUR
T1 - Mathematical thinking of kindergarten boys and girls
T2 - Similar achievement, different contributing processes
AU - Klein, Pnina S.
AU - Adi-Japha, Esther
AU - Hakak-Benizri, Simcha
PY - 2010
Y1 - 2010
N2 - 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.
AB - 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.
KW - Math talk
KW - Mathematics instruction
KW - Performance
KW - Sex differences
UR - https://www.scopus.com/pages/publications/77951877540
U2 - 10.1007/s10649-009-9216-y
DO - 10.1007/s10649-009-9216-y
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AN - SCOPUS:77951877540
SN - 0013-1954
VL - 73
SP - 233
EP - 246
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
IS - 3
ER -