Search

Past research has demonstrated that males outperform females in mathematics (Hyde, J. S., Fennema, E., & Lamon, S. J., Psychol Bull 107:139–155, ). Research has also shown that encouraging mindful learning–learning information in a conditional rather than an absolute way–can increase mathematics performance in females (Ritchhart, R., & Perkins, D. N., J Social Issues 56:27–47, ). This paper examines the moderating role of mindful learning for gender differences, by manipulating mindful learning for females’ and males’ performance on a novel math task. The results from this study show that males performed better than females when mindful learning was not encouraged (absolute instruction), but males and females performed equally well when mindful learning was encouraged (conditional instruction). Thus we find that mindful learning moderates gender differences in math performance. [ABSTRACT FROM AUTHOR]

The results of an intervention program for students with difficulties learning mathematics are reported. Two kinds of math intervention, guided versus structured instruction, were compared to regular math instruction. A total of 75 students from regular and special education, aged seven to thirteen, participated. Ability and automaticity multiplication tests were administered before and after the four-month training period. The results show that the students in both of the experimental conditions improved more than the students in the control condition. Some additional differences were found between the two experimental interventions. Guided instruction appeared to be more effective for low performing students than structured instruction and especially for those students in regular education. Special education students appear to benefit most from structured instruction for the automaticity of multiplication problems. A three month follow-up test showed the acquired knowledge to be well-established in both groups. [ABSTRACT FROM AUTHOR]