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Language used by parents and children working on mathematical tasks: a study of gender differences |
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Abstract:
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This research report examines communication patterns between parents and children working on three different mathematical tasks. Among ideas being investigated is the extent to which there are gender differences in use of cognitively demanding language between parent-child dyads. The report briefly discusses theoretical foundations of the project, validation of survey instruments, and differences in communication patterns. |
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parent (35), mathemat (26), children (20), differ (17), train (17), task (17), use (16), gender (16), 1 (14), m (13), languag (12), self (12), work (12), child (11), 2 (11), pattern (10), question (10), 3 (10), efficaci (10), demand (9), cognit (9), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Olson, Melfried., Olson, Judith., Okazaki, Claire., La, Thuy. and Taum, Alice. "Language used by parents and children working on mathematical tasks: a study of gender differences" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p195475_index.html> |
APA Citation:
| Olson, M. , Olson, J. , Okazaki, C. , La, T. and Taum, A. , 2007-10-25 "Language used by parents and children working on mathematical tasks: a study of gender differences" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p195475_index.html |
Publication Type: Short Research Paper
Abstract: This research report examines communication patterns between parents and children working on three different mathematical tasks. Among ideas being investigated is the extent to which there are gender differences in use of cognitively demanding language between parent-child dyads. The report briefly discusses theoretical foundations of the project, validation of survey instruments, and differences in communication patterns. |
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| Document Type: |
PDF |
| Page count: |
3 |
| Word count: |
1570 |
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| 175 LANGUAGE USED BY PARENTS AND CHILDREN WORKING ON MATHEMATICAL TASKS: A STUDY OF GENDER DIFFERENCES Melfried Olson Judith Olson Claire Okazaki University of Hawai‘I University of Hawai‘I University of Hawai‘I melfried@ hawaii.edu jkolson@ hawaii.edu cokazaki@ hawaii.edu Alice Taum Thuy La University of Hawai‘I University of Hawai‘I ataum@ hawaii.edu thuyla@hawaii.edu This research report examines communication patterns between parents and children working on three different mathematical tasks. Among ideas being investigated is the extent to which there are gender differences |
| Researcher 27 6-11. Gender and Achievement Research Program (GARP) Childhood and Beyond Study (CAB) retrieved from http://www.rcgd.isr.umich.edu/cab/ January 2006. Pajares F. (2002). Gender and perceived self-efficacy in self-regulated learning. Tenenbaum H. R. & Leaper C. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology 39(1) 34-47. Zimmerman B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology 25 82-91. Lamberg T. & Wiest L. R. (Eds.). (2007). Proceedings of the 29th annual meeting of |
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