{"title":"Gender differences in number strategy use for students solving fraction story problems","authors":"C. Quinn, Susan B. Empson, V. Jacobs","doi":"10.51272/PMENA.42.2020-76","DOIUrl":null,"url":null,"abstract":"Gender differences in fourth and fifth grade students’ strategy use for a fraction story problem were investigated using multinomial logistic regression on a sample of 193 written student strategies. Gender was not a significant predictor of type of strategy used, in contrast to earlier studies finding that boys tended to use more abstract strategies whereas girls tended to use more concrete strategies or the standard algorithm.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"173 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"数学教学通讯","FirstCategoryId":"1089","ListUrlMain":"https://doi.org/10.51272/PMENA.42.2020-76","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Gender differences in fourth and fifth grade students’ strategy use for a fraction story problem were investigated using multinomial logistic regression on a sample of 193 written student strategies. Gender was not a significant predictor of type of strategy used, in contrast to earlier studies finding that boys tended to use more abstract strategies whereas girls tended to use more concrete strategies or the standard algorithm.
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