The DOI matches its Crossref record.
Effective Teaching, Student Engagement in Classroom Activities, and Sex-Related Differences in Learning Mathematics
Abstract
This research identified the classroom activities that were related to the low level and high level mathematics achievement of boys and girls. In December and in May, students in 36 fourth grade mathematics classes completed a mathematics test containing low level and high level items from the National Assessment of Educational Progress. During January through April, the engagement/nonengagement in mathematics activities was observed for six randomly selected students of each sex in each class. Results showed that girls and boys did not differ significantly in either mathematics achievement or in observed engagement/nonengagement in mathematics activities. However, engagement in the following four types of activities was consistently and differentially related to girls’ versus boys’ low level and high level mathematics achievement: competitive mathematics activities, cooperative mathematics activities, social activities, and off-task behavior.
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Citations
Cited by
Stereotype Threat and Women's Math Performance
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999) · Journal of Experimental Social Psychology · doi:10.1006/jesp.1998.1373 · Cited by 3,435
Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.-P., & Loef, M. (1989) · American Educational Research Journal · doi:10.2307/1162862 · Cited by 1,015
Self-citationBaker, R. S. J. D., D'Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2009.12.003 · Cited by 936
Children's mathematical development: Research and practical applications.
Geary, D. C. (1994) · doi:10.1037/10163-000 · Cited by 565
A new perspective on women's math achievement.
Kimball, M. M. (1989) · Psychological Bulletin · doi:10.1037/0033-2909.105.2.198 · Cited by 481
Metadata
- Authors
- Peterson, P. L., & Fennema, E.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1985
- Volume
- 22
- Issue
- 3
- Pages
- 309
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2153132402
- Cited by
- 275
- References
- 0
- FWCI
- 34.77
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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