Type:

Other

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.

Subjects:

  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-021,Higher Education,NSDL,Mathematics -- Instructional issues,Technical Education (Lower Division),Undergraduate (Lower Division),Vocational Education -- Instructional issues,oai:nsdl.org:2200/20120216120824405T,High School,Vocational/Professional Development Education,Mathematics,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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