Affiliation:
1. Department of Psychology Emory University Atlanta Georgia USA
2. Department of Psychology and Neuroscience Boston College Chestnut Hill Massachusetts USA
3. Department of Cognitive Sciences University of California Irvine California USA
Abstract
AbstractGames are frequently used to promote math learning, yet the competitive and collaborative contexts introduced by games may exacerbate gender differences. In this study, 1st and 2nd grade children in the U.S. (ages 5–8; N = 274; 70% White, 15% Asian, 2% Black, 1% Native American, 14% mixed or other race; 17% Hispanic) played either a competitive, collaborative, or solo game to learn about a challenging novel math concept: proportion. Overall, both social contexts boosted perseverance and task attitudes. However, analyses revealed the competitive condition yielded gender differences in attention to proportion in the presence of competing cues, with older boys underperforming in the competition condition. Potential explanations for these findings, as well as implications for classroom math learning, are discussed.
Funder
National Science Foundation
Subject
Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health
Cited by
2 articles.
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