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Solving graphics tasks: Gender differences in middle-school students
ARTICLE

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Learning and Instruction Volume 21, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The capacity to solve tasks that contain high concentrations of visual–spatial information, including graphs, maps and diagrams, is becoming increasingly important in educational contexts as well as everyday life. This research examined gender differences in the performance of students solving graphics tasks from the Graphical Languages in Mathematics (GLIM) instrument that included number lines, graphs, maps and diagrams. The participants were 317 Australian students (169 males and 148 females) aged 9–12 years. Boys outperformed girls on graphical languages that required the interpretation of information represented on an axis and graphical languages that required movement between two- and three-dimensional representations (generally Map language).

Citation

Lowrie, T. & Diezmann, C.M. (2011). Solving graphics tasks: Gender differences in middle-school students. Learning and Instruction, 21(1), 109-125. Elsevier Ltd. Retrieved November 17, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.11.005

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