Gender gaps in math performance, perceived mathematical ability and college STEM education: the role of parental occupation

Studies of gender disparities in STEM (science, technology, engineering, and mathematics) performance have generally focused on average differences. However, the extremes could also be important because disparities at the top may shape stratification in access to STEM careers, while disparities at the bottom can shape stratification in dropout. This article investigates determinants of gender disparities in math across the performance distribution in Latin American countries, where there is a persistent boys’ advantage in STEM performance. Findings reveal disparate national patterns in gender gaps across the performance distribution. Furthermore, while certain national characteristics are linked to gender gaps at the low- and middle-ranges of the performance distribution, female representation in education is the only characteristic associated with a reduced gender gap at the top level.

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The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

Journal of Intelligence ◽

10.3390/jintelligence8020026 ◽

2020 ◽

Vol 8 (2) ◽

pp. 26

Author(s):

Marije Stolte ◽

Trinidad García ◽

Johannes E. H. Van Luit ◽

Bob Oranje ◽

Evelyn H. Kroesbergen

Keyword(s):

Executive Functions ◽

Primary School ◽

School Children ◽

Cognitive Abilities ◽

Mathematical Creativity ◽

Mathematical Ability ◽

Primary School Children ◽

Starting Model ◽

General Creativity

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

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Role of parents on screen time of young children in Pokhara metropolitan, Nepal- a cross sectional study

Journal of Gandaki Medical College-Nepal ◽

10.3126/jgmcn.v14i1.34766 ◽

2021 ◽

Vol 14 (1) ◽

pp. 8-13

Author(s):

Sharad Koirala ◽

Sanju Banstola ◽

Nirmala Shrestha ◽

Nisha Gurung ◽

Saurabh Kishor Sah ◽

...

Keyword(s):

Young Children ◽

Screen Time ◽

Sedentary Lifestyle ◽

Cross Sectional Study ◽

Sectional Study ◽

Chi Square ◽

Parental Occupation ◽

Cross Sectional ◽

Role Of Parents

Background: Sedentary lifestyle is a major modifiable risk factor that usually starts from childhood. High screen time is associated with sedentary lifestyle in children; and parents might have played a role in screen time among the children. This study aims to assess the role of parents in the screen time of young children aged five to nine years in Pokhara metropolitan city in Nepal. Methods: A cross sectional study was done among 360 children where respondents were one of the parents of those children. Face to face interview was done using a semi structured questionnaire between March 8 and September 4, 2020. A daily screen time <2 hours was taken as a normal value. Descriptive and inferential analyses were done with the data. Chi square test at 5% level of significance was computed for the inferential analysis. The ethical approval was taken from the Nepal Health Research Council. Results: Of the total 360 children, 54.7% were male and 35.6% were aged 9 years. Screen time >2 hours was found among 48.6% children. The screen time of >2 hours children was significantly associated with the educational qualification of parents, parental worry and parental permission to watch the screen for tasks like eating, doing homework, not going out or making free time for parents. The screen time of children was not associated with socioeconomic characteristics like parental occupation. Conclusion: Parental characteristics have role in the screen time of children. Parental factors must also be considered while implementing programs to reduce children’s screen time.

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The Ideal-Actual Gap in the Roles of Research in Teaching: The Case of STEM Educators in a Philippine University

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v11i2.6182 ◽

2021 ◽

Vol 11 (2) ◽

Author(s):

Bryan Mallillin Nozaleda

Keyword(s):

Stem Education ◽

Quantitative Research ◽

The Philippines ◽

University Teaching ◽

State University ◽

Research Support ◽

Undergraduate Programs ◽

The University ◽

The Ideal

<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The aim of this study is to create an image of how research integrates in university teaching particularly in STEM education in a state university in the Philippines. The participants were 104 teachers from five campuses of the university that offers STEM undergraduate programs. A quantitative research design was employed to address the central theme: The identification of the gap between the beliefs and perceptions of STEM Educators regarding the role of research in university teaching. The present study revealed that the STEM teachers highly valued the role of research in teaching. They especially considered the development of creative and critical dispositions as the most important goals of integrating research into teaching. However, the teachers reported low actual integration of research into their current teaching, revealing a major gap between their beliefs and the perceived actual integration research into their own teaching practices. It further showed that institutional background appeared to be critical in the integration of research in teaching. Ultimately, STEM education in the university is emphatic on research content in the delivery of instruction while creating opportunities for learners to participate along the learning process. However, a research-based approach remains to be unpopular, much less for a research-oriented classroom. Strengthening research support and widening the scope of research culture are recommended.</p></td></tr></tbody></table>

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Japanese Higher Education

Journal of Comparative & International Higher Education ◽

10.32674/jcihe.v13i1.1980 ◽

2021 ◽

Vol 13 (1) ◽

pp. 44-65

Author(s):

Aki Yamada

Keyword(s):

Stem Education ◽

Liberal Arts ◽

Potential Role ◽

Academic Disciplines ◽

Liberal Arts Education ◽

Japanese Higher Education ◽

Science Technology ◽

Vertical Division ◽

And Mathematics

In today’s information-driven society, the Japanese government envisions the next societal revolution as “Society 5.0,” where advanced technologies and service platforms integrate with and empower individuals in a human-based society. While Science, Technology, Engineering, and Mathematics (STEM) education has traditionally focused on technical skills and knowledge in isolation, this paper will look at the potential role and benefits of incorporating liberal arts education into these technical studies. This concept of integrating the liberal arts into STEM education is known as STEAM. The purpose of the study is to create a foundation for clarifying the role of interdisciplinary education in overcoming the vertical division of academic disciplines and restoring the “integrated nature” of scholarship. This study seeks to show how the humanities, social sciences, and arts can be used to enhance STEM education, and, furthermore, how this STEAM approach to education is key to enabling Japan’s vision for Society 5.0.

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