Gender differences in students' mathematics game playing

被引：41

作者：

Lowrie, Tom ^{[1
]}

Jorgensen, Robyn ^{[2
]}

机构：

[1] Charles Sturt Univ, Res Inst Profess Practice Learning & Educ, Wagga Wagga, NSW 2678, Australia

[2] Griffith Univ, Griffith Inst Educ Res, Brisbane, Qld 4111, Australia

来源：

COMPUTERS & EDUCATION | 2011年 / 57卷 / 04期

关键词：

Gender studies; Elementary education; Pedagogical issues; Numeracy practices; SEX-DIFFERENCES; MENTAL-ROTATION;

D O I：

10.1016/j.compedu.2011.06.010

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

The investigation monitored the digital game-playing behaviours of 428 primary-aged students (aged 10-12 years). Chi-square analysis revealed that boys tend to spend more time playing digital games than girls while boys and girls play quite different game genres. Subsequent analysis revealed statistically significant gender differences in terms of the types of mathematics-rich games students prefer to play. Girls preferred to play games that required problem solving, quantitative computations and the interpretation of graphs. Boys preferred games that required visual/spatial engagement. Given the fact that boys outperform girls on spatial tasks and mathematics assessment items that contain graphics, this study has implications for the development of students' mathematics sense making. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：2244 / 2248

页数：5

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