Investigating Gender Differences in Third-Graders’ Strategies for Solving Math Problems
Gender differences for choice of strategy for solving double-column addition problems were found in three investigations with third graders.
||Gender Differences, Early Childhood Education, Elementary Education, Third Grade Math, Elementary Math Strategies
The International Journal of Interdisciplinary Social Sciences, Volume 1, Issue 5, pp.151-158.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 2.160MB).
Early childhood teacher educator at Old Dominion University in Norfolk, Virginia, doctorate in Early Childhood Education from the University of Virginia. Extensive and current experience in elementary math instruction. Recipient of Virginia College Math Teacher of 2003 Award. Author of numerous articles in distinguished journals and anthologies on math, early education, reading and language arts instruction, as well as a popular math resource book for elementary school teachers. President of the Association for Constructivist Teaching, an international education organization. Evaluator of Head Start education component and consultant to many school districts. Worked in Qatar (Fulbright) and Japan (faculty exchange). Research interests in gender differences in math strategies.
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