Gender differences in elementary school students' fraction learning: roles of spatial ability and mathematical anxiety.

ABSTRACT:

Aim

In this study, we examined gender differences in fraction learning and explored potential underlying mechanisms.

Methods

The mediating effects of spatial ability and mathematical anxiety on gender differences in fraction learning were tested in elementary school students. A total of 165 sixth-grade students (83 girls) from public elementary schools participated in the study. All participants completed a series of tasks, including a mathematical anxiety test, two spatial ability tasks (spatial working memory and mental rotation tests), and a fraction knowledge test (incorporating fraction arithmetic, fraction number line, and fraction concept knowledge).

Results

Significant gender differences exist in student performance in terms of fractional arithmetic, fractiona

SUBMITTER: Zhang R 

PROVIDER: S-EPMC11669514 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature