Student Gender and Teaching Methods as Sources of Variability in Children's Computational Arithmetic Performance

Abstract

An experimental study of the effects of a didactic teaching approach and a constructivist teaching approach on 3rd- and 5th-grade boys' and girls' performance on arithmetic computation problems was conducted. Two groups of children, matched on the basis of initial computation performance as well as grade and gender, were taught how to solve arithmetic problems using one of these two instructional approaches. Analysis of subsequent computation test performance revealed that 5th graders scored higher than 3rd graders, and there was a significant interaction between gender and instruction group. After instruction, girls in the didactic group outperformed boys in both instruction groups and girls who had been taught using constructivist approaches. Gender differences in computation performance can appear relatively early, by 3rd grade, if didactic instruction strategies are used to teach computational rules. The pattern of gender differences suggests that didactic teaching does not handicap boys. Rather, it appears that didactic instruction enhances computational performance in girls.

Teacher Behaviours Explaining Turkish and Dutch Students’ Mathematic Achievements

“…The results of this study revealed no significant effect of teacher-directed practice on student achievement. There are several studies reporting that teacher-directed practices pave the way for greater mathematics achievement for students [17]- [19]. However, in his study, Jones [42] found no significant difference between student-centered or teacher-directed instruction in terms of the academic achievement level of students.…”

“…There is a considerable amount of research that provides supporting evidence for the relationship between teachers' instructional behaviours and student achievement. While some researchers have suggested that teacher-directed practices increase students' mathematics achievement [17]- [19], other comparative studies found student-centered practices to be more influential [11], [20].…”

Stichwort: Schuleffektivitätskriterien in der internationalen empirischen Forschung

“…B. Lernstrategien, kooperatives Lernen). Insgesamt berichten 80 internationale publikationen mit 134 nennungen über Kriterien für die wirksamkeit von Unterrichtsmerkmalen und -prozessen (Alexander et al 2002;Allsopp 1997;Anderman et al 2001;Applebee et al 2003;Arnold et al 2002;Ashman/Gillies 1997;Baumann et al 2003;Behets 2001;Bennacer 2000;Bianchini 1997;Borsch/Jurgen-Lohmann/Giesen 2002;Brush 1997;Byrne/Fieldingbarnsley 1995;cantrell 1999;chang 2002;chang/Barufaldi 1999;chinn/Anderson/waggoner 2001;chularut/DeBacker 2004;cooper et al 1998;crinjen/Feehan 1998;D'Agostino 2000;De Fraine et al 2003;De Jong/westerhof/Kruiter 2004;Driessen/Sleegers 2000;Einsiedler/Treinies 1997;Foorman et al 1998;Freedman 1997;Fuchs et al 1997;George/ Kaplan 1998;Ginsburg-Block/Fantuzzo 1998;Gruehn 1995;Guthrie et al 1998;Hamilton et al 1995;Hardre/Reeve 2003;Henderson/Landesman 1995;Hogan 1999;Hopkins/McGillicuddy-DeLisi/DeLisi 1997;Houghton/Litwin/carroll 1995;Houtveen et al 1999;Jacobson/Lehrer 2000;…”

Influence of instruction in mathematics for low performing students on strategy use

“…Some experimental research even shows that students performing at average level do not profit from a constructivist approach in mathematics teaching. Especially girls were shown to perform better when taught in a more traditional way (Hopkins, McGillicuddy-De Lisi and De Lisi, 1997).…”