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Visual Thinking and Gender Differences in High School Calculus

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Bibliographic Details
Title: Visual Thinking and Gender Differences in High School Calculus
Language: English
Authors: Haciomeroglu, Erhan Selcuk, Chicken, Eric
Source: International Journal of Mathematical Education in Science and Technology. 2012 43(3):303-313.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: Advanced Placement, Calculus, Visualization, Gender Differences, Secondary School Mathematics, High School Students, Cognitive Processes, Scores
Geographic Terms: Florida
DOI: 10.1080/0020739X.2011.618550
ISSN: 0020-739X
Abstract: This study sought to examine calculus students' mathematical performances and preferences for visual or analytic thinking regarding derivative and antiderivative tasks presented graphically. It extends previous studies by investigating factors mediating calculus students' mathematical performances and their preferred modes of thinking. Data were collected from 183 Advanced Placement calculus students in five high schools. Students' visual preferences were not influenced by gender. Statistically significant differences in visual preference scores were found among high- and low-performing students. Thus, the results suggest that stronger preference for visual thinking was associated with higher mathematical performances. (Contains 3 figures and 4 tables.)
Abstractor: As Provided
Number of References: 19
Entry Date: 2013
Accession Number: EJ992909
Database: ERIC
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Abstract:This study sought to examine calculus students' mathematical performances and preferences for visual or analytic thinking regarding derivative and antiderivative tasks presented graphically. It extends previous studies by investigating factors mediating calculus students' mathematical performances and their preferred modes of thinking. Data were collected from 183 Advanced Placement calculus students in five high schools. Students' visual preferences were not influenced by gender. Statistically significant differences in visual preference scores were found among high- and low-performing students. Thus, the results suggest that stronger preference for visual thinking was associated with higher mathematical performances. (Contains 3 figures and 4 tables.)
ISSN:0020-739X
DOI:10.1080/0020739X.2011.618550