Social conditioning gone too far? Note: this is from China.
http://www.chinadaily.com.cn/usa/epaper/2012-02/29/content_14721157.htm
Showing posts with label China. Show all posts
Showing posts with label China. Show all posts
Saturday, March 3, 2012
Tuesday, August 9, 2011
China and Girls
China is focusing on girls and their dropout rate and lower literacy. This seems to be clearly a case of cultural influences upon the performance of students. Which goes to the case that gender differences in achievement across the world is NOT a biologically hardwired issue or even a purely cultural issue. Both are important. But only recognizing that gender impacts the performance of boys and girls within a specific time and place will we all begin moving forward.
http://news.xinhuanet.com/english2010/culture/2011-08/08/c_131036642.htm
http://news.xinhuanet.com/english2010/culture/2011-08/08/c_131036642.htm
Gender, Culture and Math
How do gender, culture and use of mathematical procedures interact. Interesting that there are differences within the United States sample. Overall the authors claim that differences are not as pronounced as thought, but we know from recent performance data that math achievement gaps between males and females are small. The key not is to find out why we are losing females from pursuing higher level math classes and from performance in upper level math classes. I suspect it has to do with "connection."
From the abstract:
This study examined the gender differences of U.S. and Chinese students in their solution processes of solving routine and nonroutine mathematical problems. Results of the study showed that overall there were statistically significant gender differences (favoring males) on both routine and nonroutine problem solving for the U.S. sample, but not for the Chinese sample. However, examinations of students' component processes (translation, integration, planning, and execution) for solving routine problems revealed that significant gender differences only exist for the execution component (computation skills) for the U.S. sample. A more elaborate qualitative analysis of student responses to nonroutine problems showed that male and female students exhibit many similarities in their solution processes of solving nonroutine problems. The present study suggests gender differences in solution processes for solving routine and nonroutine mathematical problems are not as pronounced as were found in previous research.
http://www.amle.org/Publications/RMLEOnline/Articles/Vol26No1Article1/tabid/503/Default.aspx
From the abstract:
This study examined the gender differences of U.S. and Chinese students in their solution processes of solving routine and nonroutine mathematical problems. Results of the study showed that overall there were statistically significant gender differences (favoring males) on both routine and nonroutine problem solving for the U.S. sample, but not for the Chinese sample. However, examinations of students' component processes (translation, integration, planning, and execution) for solving routine problems revealed that significant gender differences only exist for the execution component (computation skills) for the U.S. sample. A more elaborate qualitative analysis of student responses to nonroutine problems showed that male and female students exhibit many similarities in their solution processes of solving nonroutine problems. The present study suggests gender differences in solution processes for solving routine and nonroutine mathematical problems are not as pronounced as were found in previous research.
http://www.amle.org/Publications/RMLEOnline/Articles/Vol26No1Article1/tabid/503/Default.aspx
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