Gender Differences in Elementary School Children’s Strategy Use and Strategy Preferences on Multidigit Additions and Subtraction Story Problems

摘要: AbstractGender differences in the strategies elementary school children use to solve multidigit addition and subtraction story problems that require regrouping are investigated two studies. Study 1 replicates Fennema colleagues (1998) study by reexamining previously published data on 72 children’s solution strategies. 2 extends previous findings identifying reasons for 70 third-grade strategy preferences. Gender use, although significant, were not as strong those reported (1998). But boys girls gave choosing particular suggests sources of these might be important there different understandings what it means learn do mathematics. Results support hypothesis early gender influence later problem solving performance appear middle continue throughout high...