Spatial and mathematics skills: Similarities and differences related to age, SES, and gender

Cognition ◽  
2022 ◽  
Vol 218 ◽  
pp. 104918
Author(s):  
Tessa Johnson ◽  
Alexander P. Burgoyne ◽  
Kelly S. Mix ◽  
Christopher J. Young ◽  
Susan C. Levine
2020 ◽  
Vol 4 (7) ◽  
pp. 46
Author(s):  
Caroline Rios Costa

As trajetórias femininas na vida pública vêm ganhando cada vez mais espaço, com mulheres do mundo tomando as ruas como forma de luta e resistência. Na Argentina, dois exemplos emblemáticos servem como espelho para outros movimentos: as Madres de Plaza de Mayo e as feministas do Ni Una Menos. Criados em diferentes contextos sociais, faixas etárias e motivações políticas, estes grupos se tornaram estandartes da luta política e reivindicação a nível federal, e até mesmo global. Similaridades e diferenças entre os dois grupos devem ser observadas para entender de forma adequada suas constituições enquanto agentes sociais e políticos. Além disso, pretendemos perceber como essas mulheres, jovens e senhoras, transformaram a questão do feminino e do gênero em sinônimo de uma luta frente a uma sociedade patriarcal em todo o mundo.Palavras-chave: Gênero, Resistência, Ni Una Menos, Madres de Plaza de Mayo AbstractWomen's trajectories in public life have been gaining more and more space, with women of the world taking over the streets as a form of struggle and resistance. In Argentina, two emblematic examples serve as a mirror to other movements: the Madres de Plaza de Mayo and the feminists of Ni Una Menos. Built on different social contexts, age groups, and political grounds, have become banners of political struggle and claim at federal, and even global, level. Similarities and differences must be observed to properly understand their constitutions as social and political agents. In addition, we intend to understand how these women, young and old, have transformed the issue of the feminine and gender into a struggle that clashes with a worldwide patriarchal society.Keywords: Gender, Resistance, Ni Una Menos, Madres de Plaza de Mayo


2018 ◽  
pp. 1203-1229
Author(s):  
Charles Mpofu

A critical race theory was used to analyse policies and strategies in place to enable the participation of New Zealand ethnic women of Latin-American, Middle Eastern, and African (MELAA) origin in Science, Technology, Engineering, and Mathematics fields (STEM) in education and industry. The aim was to find out what policy – and other – levers are available for better participation in the STEM fields by the ethnic women's population. The process involved an analysis of publicly available official documents on STEM strategies at national and regional levels. The main findings were that gender issues are expressed in a generic way, either across all ethnic groups, or across the four ethnic groups where the MELAA stands not clearly identifiable in the classifications. Recommendations include the need to develop policies and strategies that account for race and gender equity as part of an agenda to eliminate marginalization of this group.


2020 ◽  
Vol 64 (3) ◽  
pp. 205-226
Author(s):  
John Ainley ◽  
Dan Cloney ◽  
Jessica Thompson

Declines in the scores of Australian 15-year-old students from the Programme for International Student Assessment are a matter of policy interest. Some of the declines may have resulted from shifts in the age-grade distributions of students in the Programme for International Student Assessment samples. We use multiple regression methods to model the student-level effects of grade for each Programme for International Student Assessment cycle allowing for the effects of student characteristics (e.g. socioeconomic background and gender) and jurisdiction. We estimate an average net effect of grade over the Programme for International Student Assessment cycles since 2006 as 42 scale points with no difference between reading and mathematics. We explore the extent to which differences between grades in achievement and changes in the grade distributions of students contributed to changes in average Programme for International Student Assessment achievement scores. We conclude that the relatively greater decline in Grade 11, compared to Grade 10 achievement, contributed to the overall decline and that shifts in distributions may have also contributed a little to those declines.


2021 ◽  
Vol 73 ◽  
pp. 101417
Author(s):  
Katie A. Gilligan-Lee ◽  
Alex Hodgkiss ◽  
Michael S.C. Thomas ◽  
Pari K. Patel ◽  
Emily K. Farran

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Gina C. Obiakor ◽  
Kristen E. Obiakor ◽  
Charles C. Obiakor ◽  
Festus E. Obiakor

AbstractScience and mathematics have international and global origins and impacts that are intertwined with national origin, race, culture, religion, language, and gender, to mention a few. This means that scientific and mathematical knowledge goes beyond myopic narrow confines. Put another way, teaching science and mathematics without explicating their phenomenal foundations and influences is tantamount to “scotching the snake, but not killing it.” In this article, we use cases to discuss cultural contexts in teaching science and mathematics. Embedded in our discussion are issues of teacher preparation, innovative teaching, and disparities in public health and environmental health.


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