Connected Mathematics Learning and Gender Equity in Predominately Latino/a High Schools: Case of Spatial Reasoning

Autor/in	Falcon, Raymond
Titel	Connected Mathematics Learning and Gender Equity in Predominately Latino/a High Schools: Case of Spatial Reasoning
Quelle	(2013), (195 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Texas at El Paso
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-8457-8
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Achievement; Sex Fairness; Gender Differences; Hispanic American Students; High School Students; Spatial Ability; Females; Mixed Methods Research; High School Freshmen; Control Groups; Experimental Groups; Feminism; Epistemology; Mathematics Skills; Social Cognition; Statistical Analysis; Achievement Gains; Scores; Achievement Gap; Intervention + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sexualaufklärung; Geschlechterkonflikt; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Räumliches Vorstellungsvermögen; Weibliches Geschlecht; Feminismus; Erkenntnistheorie; Mathematics ability; Soziale Kognition; Statistische Analyse; Achievement gain; Leistungssteigerung
Abstract	This study analyzed interventions used in improving the mathematics achievement in spatial reasoning tasks for females called connectedness. Gender achievement in mathematics has been a controversial topic because of the wide variance in research. Some research has found a difference between the genders in mathematics while others argue there is no difference in mathematical achievement. The Seven Clever Piece Tangrams were used in the mixed method study as the instrument of spatial reasoning tasks. Freshmen participants (N=719) from southwest high schools in a border town participated in one of two groups: control (n=247) and treatment (n=472). Of the participants, 379 were male and 340 were female. The participants were predominately Latino/a (83.6%). Of the two groups, the treatment group received a connectedness intervention based on feminist epistemologies regarding mathematical reasoning, multiple strategies, and social cognition. ANOVA results show the treatment group increased scores more than the control group (p<0.05) in spatial reasoning in which we attribute to connectedness activities. Furthermore, females further increased their scores more than males. The findings of the study confirm an achievement disparity between genders and validate the intervention of connectedness as a factor in decreasing gender difference in success in spatial reasoning tasks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01