10 Mar Studying Gender, Language, and Mathematics
“The Role of Gender in Language Used by Children and Parents Working on Mathematical Tasks” (GSE) is a three-year study funded by the National Science Foundation. For this research, one hundred parent-child pairs from Hawai‘i public schools will be studied to investigate gender-related differences in language and actions while working on tasks representing each of three content strands: number, algebra, and geometry. Families participating in the study are all of low socio-economic status and represent a diversity of ethnicity. Data will be gathered to determine gender-related differences in parents’ and children’s use of cognitively demanding language, and on children’s self-efficacy and parents’ competence beliefs for their children. The study will also look at how these behaviors vary among the four types of child-parent dyads: daughter-mother, son-mother, daughter-father, and son-father. The findings will be used to determine how parent materials and parent involvement programs might address differences in how parents interact with their children when working on mathematical tasks.