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首页> 外文期刊>Journal for research in mathematics education >Girls' and boys' mathematics achievement, affect, and experiences: Findings from ECLS-K
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Girls' and boys' mathematics achievement, affect, and experiences: Findings from ECLS-K

机译：女孩和男孩的数学成就，影响和经验：来自ECLS-K的发现

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Amid debates about the continued salience of gender in mathematics,this report summarizes an IES-funded investigation of gender-related patterns in the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K). Girls' and boys' mathematics achievement,confidence,and interest were examined,along with experiences at home and school. Mathematics performance gaps favoring boys appeared soon after children began kindergarten and then widened during elementary grades. Gender differences in mathematical confidence were larger than differences in both achievement and interest. Although boys' and girls' parent-reported home experiences differed in stereotypical ways,particularly among high-SES students,such differences appeared unrelated to gender gaps in mathematics outcomes. Teacher-reported instructional practices also shed little light on gender gaps in mathematics performance; however,teachers' perceptions of girls and boys could play a role.
机译：在关于性别在数学中的持续显着性的辩论中，本报告总结了IES资助的1998-99年幼儿纵向研究-幼儿园班（ECLS-K）中与性别有关的模式的调查。结合家庭和学校的经历，对男孩和女孩的数学成就，自信心和兴趣进行了检查。儿童开始上幼儿园后不久出现了有利于男孩的数学成绩差距，然后在小学年级开始扩大。在数学信心方面的性别差异大于在成就和兴趣方面的差异。尽管男孩和女孩父母报告的家庭经历在刻板印象上有所不同，特别是在高SES学生中，但这种差异似乎与数学结果中的性别差距无关。老师报告的教学实践也未能说明数学成绩中的性别差异;然而，教师对男孩和女孩的看法可能会起作用。

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