Math Is for Girls: The Unequal Effects of Text Messaging to Help Parents Support Early Math Development. EdWorkingPaper No. 20-310

Autor/inn/en	Doss, Christopher; Fricke, Hans; Loeb, Susanna
Institution	Annenberg Institute for School Reform at Brown University
Titel	Math Is for Girls: The Unequal Effects of Text Messaging to Help Parents Support Early Math Development. EdWorkingPaper No. 20-310
Quelle	(2020), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Telecommunications; Handheld Devices; Mathematics Skills; Preschool Children; Mathematics Instruction; Literacy Education; Social Development; Emotional Development; Program Effectiveness; Gender Differences; Behavior Modification; Intervention; Parent Participation; Information Dissemination; Teacher Role; Parent Role; Educational Technology; Technology Uses in Education; California (San Francisco); California (Fresno); California (Oakland) + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Soziale Entwicklung; Gefühlsbildung; Geschlechterkonflikt; Behaviour modification; Verhaltensänderung; Elternmitwirkung; Informationsverbreitung; Lehrerrolle; Parental role; Elternrolle; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This study assesses the effects of two text-messaging programs for parents that aim to support the development of math skills in prekindergarten students. One program focuses purely on math, while the other takes an identical approach but focuses on a combination of math, literacy, and social-emotional skills. We find no evidence that the math-only program benefits children's development. However, the combination program shows greater promise, particularly for girls. Quantile regressions indicate that the effects are concentrated in the lower half of the outcome distribution. Results imply that girls may have started the year behind boys in math and caught up to and even surpassed boys when their parents have access to the program that combines topics. Our results also provide evidence that the structure of behavioral interventions can affect who benefits from the program, sometimes in unexpected ways, to produce meaningful differences in outcomes. We discuss and provide evidence for various hypotheses that could explain these differences. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01