Solving graphics tasks: Gender differences in middle-school students
Learning and Instruction Volume 21, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
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).
Lowrie, T. & Diezmann, C.M. (2011). Solving graphics tasks: Gender differences in middle-school students. Learning and Instruction, 21(1), 109-125. Elsevier Ltd.
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Navigating and decoding dynamic maps: Gender preferences and engagement differences within- and outside-of game experiences
Tom Lowrie, Charles Sturt University; Robyn Jorgensen, Griffith University; Tracy Logan, Charles Sturt University
Australasian Journal of Educational Technology Vol. 29, No. 5 (Nov 08, 2013)
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