儿童在"数学"但不是"空间"任务框架下表现不佳
Lindsey Hildebrand1, Sara Cordes1
1Department of Psychology and Neuroscience, Boston College.
Developmental psychology
|November 2, 2023
概括
将一个任务与数学相关的框架,降低了孩子的表现,特别是那些高数学焦虑的人. 空间任务框架没有影响,也没有观察到性别差异的表现.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- STEM的成功取决于能力和态度,特别是数学和空间态度.
- 在STEM领域的性别差距和数学/空间态度的早期性别差异普遍存在.
- 了解任务框架如何影响儿童的表现对于STEM教育至关重要.
研究的目的:
- 调查一项任务的数学或空间相关性是否会影响儿童的表现.
- 检查儿童数学和空间态度对表现的调节作用.
- 分析性别差异的表现,考虑到现有的STEM性别差距.
主要方法:
- 221名一至四年级的孩子参加了这次活动.
- 一个新的任务被定义为与数学相关的,与空间相关的,或没有框架 (控制).
- 孩子们完成了数学/空间焦虑和自我概念测量后任务框架.
主要成果:
- 与对照组相比,数学任务框架导致准确性降低.
- 数学框架的负面影响对于那些数学焦虑较高或数学自我概念较低的孩子来说更大.
- 与对照组相比,空间任务框架并没有显著改变绩效.
- 尽管女孩报告了较高的数学/空间焦虑和较低的自我概念,但在表现方面没有发现性别差异.
结论:
- 数学态度在儿童早期发展中的表现中起着重要作用.
- 任务框架,特别是与数学相关的,可以根据个人态度对表现产生负面影响.
- 调查结果为改善STEM成果的干预提供了洞察力,通过解决态度因素.
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