Caroline C. Williams

Gender Similarities Characterize Math Performance

Gender differences in mathematics performance and ability remain a concern as scientists seek to address the underrepresentation of women at the highest levels of mathematics, the physical sciences, and engineering. Stereotypes that girls and women lack mathematical ability persist and are widely held by parents and teachers. Meta-analytic findings from 1990 (6) indicated that gender differences in mathematics performance in the general population were trivial, d = -.05. d = Mmales – Mfemales sw

Apples and Coconuts: Young Children ‘Kinect-ing’ with Mathematics and Sesame Street

The ability to count objects is a crucial skill for young children. We report on an experimental study that utilized a Kinect Sesame Street TV intervention designed to support two types of counting activities. We conducted quantitative as well as open-coding based analyses, on video data with 3- and 4-year-olds. The complexity of interactive digital media contexts for mathematical learning is unpacked with the assistance of literature from the fields of mathematics education and cognitive science. We conclude by making recommendations for interactive educational design in general.