一年级数学性别差距的迅速出现
P Martinot1,2, B Colnet3, T Breda4
1University Paris Cité, Paris, France. pauline.martinot.dlm@gmail.com.
Nature
|June 11, 2025
概括
一项对超过260万法国学生进行的为期四年的研究发现, 这种偏爱男孩的差距似乎与学龄有关,而不是年龄,强调了早期教育
科学领域:
- 教育心理学
- 发展心理学
- 社会语言学
背景情况:
- 数学中的性别差异是一个全球性的问题.
- 幼儿时期的数学核心知识与性别相似.
- 据推测,社会文化上的刻板印象,比如'女生不擅长数学',
研究的目的:
- 研究数学表现中的性别差异的出现和发展.
- 确定性别差距发展的时间和背景 (学龄与年龄).
- 确定学校的初始阶段是干预的关键时期.
主要方法:
- 在四年内进行纵向评估.
- 包括所有法国一级和二级学生 (2653082名儿童).
- 分析数学和语言表现,考虑家庭,班级,学校类型和社会经济水平.
主要成果:
- 男生和女生在入学时的数学成绩相似.
- 在4个月的上学后, 显著的性别差距偏向男孩.
- 性别差距随着学龄而不是年龄的增加,1年后的效果大小约为0.20.
- 在各种人口因素中发现一致.
结论:
- 校园的第一年被认为是性别差距出现的关键时期.
- 这种差异的主要原因是学历, 而不是年龄.
- 这些发现为旨在防止数学性别差距的干预提供了有针对性的目标.
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