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Title: Can Gender-Adapted Instruction Improve Mathematics Performance and Attitudes? PDF
Url: http://www.iwitts.org/proven-practices/retention-sub-topics/learning-...
Creator: Derry, Sharon J.
Leonard, Mary J.
Publisher: American Educational Research Association
National Institute for Women in Trades, Technology and Science
Description: This paper presents the results of a study investigating whether adapting instruction to gender preferences can improve the attitudes of students and their performance in mathematics. The study found that there was no effect on performance based on gender preferences. However, there was improved student performance across all conditions which suggests that "dynamic worked-example mathematics instruction" improves students' performance.
LC Classification: Science -- Mathematics -- Women in mathematics. Women mathematicians
Bibliography. Library science. Information resources (General) -- Subject bibliography -- Women -- Special topics, A-Z -- Education of women
Bibliography. Library science. Information resources (General) -- Subject bibliography -- Women -- Special topics, A-Z -- Women and mathematics
GEM Subject: Vocational Education -- Instructional issues
Mathematics -- Instructional issues
Key Concept: Mathematics
Date Issued: 2001-04
Resource Type: Charts and Diagrams
Instructional Materials
Reading Materials
Format: pdf
Audience: College/University Instructors
Curriculum Supervisors
Higher Education
Secondary Education
Teachers
Technical School First Cycle
University First Cycle
Vocational Training
Language: English
Rights: Contact the National Institute for Women in Trades, Technology and Science for copyright information
Access Rights: Free access
Date Of Record Release: 2012-02-14 03:00:07 (W3C-DTF)
Date Last Modified: 2012-02-13 13:58:01 (W3C-DTF)
Source Type: ATE Project
Source: ATE Projects
Full Record Views: 61
Resource URL Clicks: 4
Cumulative Rating: NOT YET RATED
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