Different, not better : (Record no. 85669)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01621nam a2200217Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240108s2008 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Geist, Eugene A. |
| 9 (RLIN) | 8651 |
| 245 #0 - TITLE STATEMENT | |
| Title | Different, not better : |
| Remainder of title | gender differences in mathematics / |
| Statement of responsibility, etc. | Eugene A. Geist, Margaret King |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | March 2008 |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Number of part/section of a work | 35 : 1, pages 43-52 |
| Title | Journal of Instructional Psychology |
| 9 (RLIN) | 8652 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article reviews the assessment data, literature and research on gender differences in mathematics. The question of whether boys are better at mathematics has been an issue in education for the past 5 years. The assumption is that there is a biologi-cal difference between boys and girls that make boys predisposed to do better in mathematics. Data from the National Assessment of Educational Progress disputes this assumption. The NAEP shows a gap of only 2 points between girls and boys and that has developed only in the last decade. This article reviews the literature and research on differences in boys and girls and concludes that there are differences in the way boys and girls learn and process mathematics and that this difference is not being taken into account by our educational system. Suggestions for individualizing the curriculum to meet the needs of both boys and girls in the mathematics classroom are included. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Academic achievement. |
| 9 (RLIN) | 903 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mathematics -- Study and teaching. |
| 9 (RLIN) | 8653 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Sex differences (Psychology). |
| 9 (RLIN) | 7955 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Articles |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 01/08/2024 | 01/08/2024 | 01/08/2024 | Articles |