Gender Differences in Mathematical Understanding in Children The issue of gender differences in mathematics has been debated since 1970s. Then the numerous research projects investigated the nature and extend of the differences between the achievements of boys and girls and proposed different kinds of reasons of such disparities. In my essay I will continue the discourse on mathematics and gender and examine the progress that has been made in this issue due to the recent research works. Thus, I will review the scientific works dating from 1999, pointing out the findings and innovations introduced by the authors. Also, I will discuss the factors that produce the influence on the state of gender and mathematics today. Additionally, I will offer my own point of view on the issue and support it with the necessary argumentation.
Finally, I will summarize the most important points introduced in the essay and drive to the conclusions. The aim of the investigation I will conduct in this essay is to deliver into research and gain expertise in topic area. All in all, my investigation will comprise the following chapters: Literature Review of Recent Research; Discussion; Summary and Conclusion; and Bibliography. Literature review of recent research The results obtained by the contemporary researchers on the problem of girls underachievement in mathematics proved to be contradictory. One group of scientists still asserts that today girls are still inferior to boys in mathematics (Kenney and Silver, 1997).
The Term Paper on Gender Based Difference In Managerial Styles
This report looks at several researches that have studied the managerial styles of males and females with an attempt to define perceived differences between them. In addition discussed are the results from studies on the effectiveness of managers between the two genders. The results of these studies have been analyzed through readings of several researches and personal experiences of the students ...
The other group insists that boys and girls are equal though they show different kinds of abilities.
For example, Halpern (2000) in the research states that gender differences are determined by the factors of differences in spatial and verbal abilities between males and females. As a rule, women are better in speech production while men in three-dimensional mental rotation. Also Jacobs, Lanaz, Osgood, Eccles, and Wigfield (2002) found that task value and self-concept of ability in mathematics diminish for males and females between first and twelfth grades and there is no difference between boys and girls trajectories over time. And, by the twelfth grade, female students begin to value math more the male ones (pp. 277-318).
And a small group has researched that in the 21st century girls have managed even to surpass boys in mathematical disciplines.
In other words, gender difference has declined for the past few years. Thus, the research conducted by Miriam R. Linver, Pamela E. Davis-Kean, and Jacquelynne S. Eccles (2003) proved that young women have slightly higher grades than young men, and in particular – math school grades were higher in 6th and 7th grade for students the honors/college math class track; there were no significant differences for high school math grades. (p.6) Thus, it becomes evident that in modern schools the problem of gender in mathematics has a tendency to decrease and to become eliminated, or even to change in the favor of girls.
Jo Boaler, the author of the article Paying the Price for ‘Sugar and Spice’ Shifting the Analytical Lens in Equity Research (2000), pointed out some facts summarizing the progress made in the issue of gender in mathematics by the world science for the period of the 20th century. These facts are: Generally, the gender difference in mathematics achievements is very small and the same researcher concluded that gender differences are too insignificant to be viewed as a reason for research debates. Thus, the controversy over this issue is overplayed and glamorized by the media (Hyde, 1993),; Achievement differences have greatly diminished over time and thus they may not be attributed only to genetic sources (Rogers, 1999); The greatest difference in mathematic achievement exists in the most advanced levels. For example tests of the international Olympiad demonstrate gender differences in the favor of boys (Campbell & Clewell, 1999); Mostly gender differences occur on mathematics questions. It refers more to students problem solving and spatial ability (Friedman, 1989).
The Essay on Gender Differences And Gender Stereotypes From A Psychological Perspective
Gender Differences and Gender Stereotypes Gender differences and gender stereotypes are fascinating in that one must sift through the theories, assumptions and inevitable confusion to distinguish the reality from the assumption. Men and women are obviously different, especially inherently, but how And why And which differences are more individualized than generalized Even more interesting is to ...
Not less important in the issue of mathematics and gender are the investigations dedicated to its origins and reasons. Generally, I think that the main reasons of this issue may be differentiated between the following: biological reasons, that explain different abilities of boys and girls mathematical thinking due to the difference of the constitution of their brains and the composition of their hormones; social reasons, that include social expectations and attitudes to the level of boys and girls achievements in mathematics; cultural reasons; historical reasons, that have laid the traditions on which we base our social expectations and attitudes to gender roles in mathematics. Brian Butterworth the author of The Mathematical Brain (2001) investigated the biological reasons in the frames of gender in mathematics and concluded that there are biological differences that can predispose ones better ability in math.
Though there are two recognized causes of lesser achievements in mathematics. They are: first, genetic, because A minority of people may be born with a condition that makes it difficult for them to learn mathematics; that is, they are born with dyscalculia or are born with dyslexia, which also can have a consequence for mathematics learning. (Brian Butterworth, 2001).
And the second, according to Butterworth is poor teaching, though it is not biological. In short, this factor implies the lack of teachers attention to students with no much ability to understand new material quickly and make rapid progress in math. Other biological studies set a link between mathematical abilities and hormones. According to David C. Geary, a professor of psychology at the University of Missouri at Columbia and author of Male, Female: The Evolution of Human Sex Differences (1998) “In transsexuals, when you suppress male hormones, their spatial abilities go down”.
The Term Paper on Ability To Reason Swift Gulliver Pope
Reason's Significance One of the most important differences between humans and all other forms of life can be seen in our ability to think and rationalize our decisions and choices as humans. Without reason, we as humans would be no different than a cat or dog. God, in his infinite wisdom, blessed man with the ability to reason, but left it entirely up to us whether or not we choose to use it. ...
Also, another research stated that “When you give male hormones to women, their spatial abilities go up. A similar effect happens with female hormones, like estradiol and progesterone. During menstruation, when those substances are less concentrated in the bloodstream, women perform better on tests of spatial ability than they do closer to ovulation. (Rich Monastersky, 2005).
In this way, it may be assumed that there are no biological predispositions in males and females, though there are some factors (genetic conditions, hormones) that may influence (raise or reduce) the ones level of mathematical abilities. Anyway, I believe that biological factors can not be considered as major and it is the matter of medicine to eliminate the objectionable ones. For example, the effect of hormones is temporary and can be improved with proper medical treatment.
In 1999 Cohen analyzed the national examination data in the United Kingdom and concluded that English girls are ahead of boys in many subjects except Mathematics. In doing so she pointed out that it was a socially accepted practice to deal with female underachievement while underachievement of males prompted widespread investigations of the external causes and into those who were at fault: Boys achievement has been attributed to something within the nature of their intellect but their failure has been attributed to something external a pedagogy, methods, texts, teachers. The full significance of this becomes clear when the subject of the discourse is girls, for in their case it is their failure which is attributed to something within usually the nature of their intellect and their success to something external: methods, teachers or particular conditions. (M. Cohen, 1999, p20) These kinds of external and internal reasons of achievements and failures, as Cohen supposed, originated form the history of Britain. Thus, in 17th century British scholars believed that only boys, especially those who belonged to upper classes, possessed true intellect, while the achievement of girls and people from lower classes was argued and needed to be explained. This prompted the construction of the idea that any superior verbal competence observed among girls or representatives of poor classes was a sign of intellectual weakness: The English gentlemans reticent tongue and inarticulateness which had been unfavourably contrasted with the conversational fluency of English women and of the French for most of the eighteenth century now became evidence of the depth and strength of his mind.
The Essay on Are Girls Smarter Than Boys
Are Girls Smarter Than Boys? Numerous researches proved that boys are poorer students, who more often become disconnected from and disillusioned by the school. The statistics is sad: Campuses are now nearly 60 percent female, with women earning 170,000 more bachelor degrees each year than men. (CBS News) Nevertheless, after reviewing statistics and research works, it is still very difficult to say ...
Conversely, womens conversational skills became evidence of the shallowness and weakness of their mind. (M. Cohen, 1999, p24) In 1897, according to Bennett, English boys were slow and dull and, due to common beliefs, they were considered thoughtful and deep, because gold sparkles less than tinsel. Thus as the eighteenth century came to a close, girls brightness, construed as inferiority, and boys dullness construed as potential, were woven into the fabric of gender difference (Cohen, 1999, p25).
Thus, relating these ideas to the contemporary beliefs, Cohen concluded that effortless achievement in studying is typical for the attitude of the English aristocracy, while ones hard work testifies his or her lack of natural intellect and this feature is considered to be peculiar for working class boys and girls in Britain. The scientists Varenne and McDermott (1999) addressed the inward tendencies of equity analyses by proposing two metaphors for culture. The first metaphor represents the habits we acquire (1999, p14) during the period of our lifetime.
It should be noted, that this metaphor relates to the traditional approach of analyses of school achievement stating that a pupils culture or class may be thought of a set of habits or characteristics that are acquired (Bourdieu, 1982).
This proposes the idea that only those students who are properly socialized into the dominant culture may be successful in school. (Bourdieu, 1982).
The second metaphor suggests the representation of culture as the houses we inhabit (1999, p14).
Thus, it offers the idea that ones being a working class or a girl is meaningful only in some places, because the boundaries become invisible when one is working among people of the same culture. Consequently, according to Varenne and McDermott (1999), school may be viewed as a system that filled with instructions for ….
The Essay on Culture And Class In The Transition To Adulthood Of Youth With Medical Conditions
Requirements for Credit Participation In order to clarify the expectations of researchers on this project and to make it easier for you to know your grade status, we have established specific criteria for graded participation in our project. Thank you very much for your cooperation with this policy. For each unit of Psychology 498 or 499 that you take, you must engage in 45 hours of project ...
