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对数学能力的性别差异是来源于遗传还是文化教育影响这一问题进行了考查。采用访谈法对82名幼儿园小班儿童进行了数量认知能力和数学技能的个别施测,并与小学高年级之后的儿童、青少年和成人的数学能力测查的相关研究结果进行比较,结果发现刚刚接触数学训练不久的小班儿童的得分并没有表现出进入小学高年级之后的儿童、青少年和成人的数学能力测查结果中发现的男性更大变异现象,而是在数学能力的数学技能测查中表现出性别相似变异,在数学能力的数量认知测查中表现出相反的女性更大变异。这说明儿童成长过程中,可能是文化教育因素而非遗传因素导致了数学能力的性别差异,使高端数学人才中男性的比率更大。
The question of whether gender differences in math ability originated from genetic or cultural education was examined. Using interviews, 82 children in kindergarten were individually tested for quantitative cognition and math skills. The results were compared with those of children, adolescents and adults after elementary school and senior high school. Scores of children in small classes exposed to math training did not show a greater variation in males found in math proficiency tests for children, adolescents and adults after entering the upper primary, but in math skills math proficiency tests Showed gender-like variation, showing greater inverse variation in female in quantitative cognitive testing of mathematical abilities. This shows that the growth of children may be cultural education rather than genetic factors led to gender differences in math ability, so that the proportion of men in the high-end math talent more.