Maria Laura Di Tommaso , Dalit Contini , Dalila De Rosa , Francesca Ferrara , Daniela Piazzalunga , Ornella Robutti
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引用次数: 0
Abstract
Gender gaps in mathematics are at the root of gender differences in human capital accumulation, but the role of teaching practices on such gaps has been underinvestigated. We implement a teaching methodology to improve children's mathematical skills and evaluate the causal effect of the intervention on the gender gap in mathematics in Italy with a randomised controlled trial. The methodology, grounded in active and cooperative learning, focuses on peer interaction, sharing of ideas, learning from mistakes, and problem-solving. The treatment significantly improves girls’ math performance (0.14 standard deviations), with no impact on boys, and reduces the math gender gap by about 40 %. The effect is stronger for girls with high pre-test scores.
期刊介绍：
Economics of Education Review publishes research on education policy and finance, human capital production and acquisition, and the returns to human capital. We accept empirical, methodological and theoretical contributions, but the main focus of Economics of Education Review is on applied studies that employ micro data and clear identification strategies. Our goal is to publish innovative, cutting-edge research on the economics of education that is of interest to academics, policymakers and the public. Starting with papers submitted March 1, 2014, the review process for articles submitted to the Economics of Education Review will no longer be double blind. Authors are requested to include a title page with authors'' names and affiliation. Reviewers will continue to be anonymous.
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