Gender Differences in Mathematical Sub-Skills

1998 ◽  
Vol 59 (1) ◽  
pp. 59-68
Author(s):  
Terje Manger ◽  
Ole-Johan Eikeland
Keyword(s):  
Gender Differences ◽  
Word Problems ◽  
Test Score ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Decimal Numbers ◽  
Addition And Subtraction ◽  
Highly Able

Gender differences in mathematical sub-skills Significant gender differences favouring boys were found among Norwegian sixth-grade students in total mathematical test score and in the sub-scores of numeracy, measurement, fractions, geometry and word problems. No significant differences were found in addition and subtraction or in multiplication and division. Items requiring an understanding of decimal numbers discriminated in favour of the boys. The study revealed the dominance of boys in the upper ranges of ability in mathematics, showing that small average gender differences can hide large differences in a highly able group of students.

Learning Fractions with Understanding: Building on Informal Knowledge

1990 ◽  
Vol 21 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Nancy K. Mack
Keyword(s):  
Sixth Grade ◽  
Individualized Instruction ◽  
Whole Numbers ◽  
Informal Knowledge ◽  
Sixth Grade Students ◽  
Addition And Subtraction ◽  
One To One

Eight sixth-grade students received individualized instruction on addition and subtraction of fractions in a one-to-one setting for six weeks. Instruction was designed to build on the student's informal knowledge of fractions. All students possessed a rich store of informal knowledge of fractions that was based on partitioning units and treating the parts as whole numbers. Students' informal knowledge was initially disconnected from their knowledge of fraction symbols and procedures. Students related fraction symbols and procedures to their informal knowledge in ways that were meaningful to them; however, knowledge of rote procedures frequently interfered with students' attempts to build on their informal knowledge.

The Relationship Between Witnessing Bullying, Defending Targets, and Internalizing Symptoms: An Analysis of Gender Differences Among Sixth-Grade Students

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110581
Author(s):  
Aida Midgett ◽  
Diana M. Doumas ◽  
Matt Peck ◽  
Amanda Windburn
Keyword(s):  
United States ◽  
Gender Differences ◽  
Depressive Symptoms ◽  
Social Anxiety ◽  
Internalizing Symptoms ◽  
Sixth Grade ◽  
Female Students ◽  
Male Students ◽  
Sixth Grade Students ◽  
The Relationship

We examined the moderating effect of gender on witnessing bullying, defending, and internalizing symptoms among sixth-grade students at one middle school in the northwestern United States. Results indicated that for females, witnessing bullying was positively associated with depressive symptoms and social anxiety, whereas for males, defending was positively associated with depressive symptoms. Findings suggest the importance of equipping female students with strategies to cope with witnessing bullying and providing male students with appropriate intervention skills for defending targets.

Diagnosing Strengths and Weaknesses of Sixth-Grade Students in Solving Word Problems

1982 ◽  
Vol 13 (3) ◽  
pp. 202-210
Author(s):  
Hunter Ballew ◽  
James W. Cunningham
Keyword(s):  
Elementary Schools ◽  
Word Problems ◽  
Reading Skills ◽  
Diagnostic System ◽  
Sixth Grade ◽  
The Other ◽  
Major Difficulty ◽  
Word Problem Solving ◽  
Sixth Grade Students ◽  
Diagnostic Profile

A diagnostic system developed by the investigators was used to determine the strengths and weaknesses of sixth-grade students in solving word problems. The diagnostic system involved three separate tests at each of six levels of difficulty. These tests were administered to all sixth-grade students in two elementary schools. Complete data were obtained for 217 students, and these data provided a diagnostic profile for each student consisting of a score for computational skills, a score for reading skills, a score for problem-interpretation skills, and a score for skills in integrating the other skills into the total solution of word problems. Each of computation, reading, and problem-interpretation skills represented the major difficulty in word problem solving.

scholarly journals Analysis of Students' Errors in Solving Word Problems Viewed from Mathematical Resilience

2021 ◽  
Vol 5 (1) ◽  
pp. 246
Author(s):  
Agus Haerani ◽  
Khusnul Novianingsih ◽  
Turmudi Turmudi
Keyword(s):  
Elementary Schools ◽  
Word Problems ◽  
Sixth Grade ◽  
Process Skill ◽  
Descriptive Research ◽  
Sixth Grade Students ◽  
The World ◽  
Qualitative Descriptive ◽  
The Given ◽  
Mathematical Resilience

Many students in the world have difficulty in solving word problems, including students in Indonesia. TIMSS has shown that only eight percent of Indonesian participants are able to solve word problems, this result is hugely lower than the international average of 18 percent. One of the factors that cause students' errors in solving word problems is mathematical resilience. Thus, this study aims to analyze students' misconceptions in solving word problems viewed by their mathematical strength. This study was conducted for sixth-grade students in one of the elementary schools in Bandung. This study was qualitative descriptive research. In this study, there were four steps: selecting the word problems, answering the issues, filling out a mathematical resilience questionnaire, and interviewing. Students were encouraged to respond to a three-word question within 30 minutes, filling out a mathematical resilience questionnaire followed by the interview. This study showed that the students' errors in solving word problems were including comprehension, transformation, and process skill errors. Based on mathematical resilience, students with a low level of resilience predominantly carried out comprehension errors. In contrast, students with a moderate level of resilience more dominant made transformation errors. Meanwhile, students with high resilience completed more questions correctly, although several students seemed to have made process skills errors. This study's limitation is the data obtained online so that the respondents completed the instrument exceeds the given time. Further researches are suggested to conduct directly in the classroom to maximize the accuracy of the study.

scholarly journals STUDENTS' REPRESENTATION IN SOLVING WORD PROBLEM

2018 ◽  
Vol 7 (2) ◽  
pp. 147
Author(s):  
Ardhi Sanwidi
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Sixth Grade ◽  
External Representation ◽  
Mathematical Abilities ◽  
Mathematics Word Problems ◽  
Sixth Grade Students ◽  
Verbal Representations ◽  
Mathematical Word Problems ◽  
High Level

The purpose of this research is to describe the representation of sixth grade students in solving mathematics word problems. The focus of the representation of this research is an external representation which is viewed from students with high mathematical abilities. The method used in this research is task-based interview, by giving a problem test of word problems. Students who have a high level of abilities, he makes pictures of all problems and successfully solve the problems. Students whose level of abilities is lacking, he only makes incomplete symbol / verbal representations, he has wrong when solving the problems. Various kinds of representations and increasing abilities in many problems such as multiplying exercises and solve the word pronlem. Applying various representations to students are very important to be improved by students in order to succeed in solving various mathematical word problems.

Sign in / Sign up

Export Citation Format

Share Document