Some girls still get the message that being smart is OK, but not too "math Smart ".
"In North American culture, the relationship between gender and mathematics is a complex thing.
"Men Are From Mars, Women Are From Venus "-
Style stereotypes are often beyond doubt, acknowledging that bad math is socially acceptable and that there is no intermediary math anxiety is common, especially among women.
With a few exceptions, people who are good at math are portrayed in mass media as nerds, over-competitive, socially incompetent men who have pocket protection devices.
My own daughter ignored the undisputed evidence of her parents and pointed out to me that mathematics was not very attractive.
But with the popularity of the TV show numb3 rs and the success of the most recent best TV show,
TV stars and mathematicians Danica McKellar don't like the Book of math, which seems to be losing some of its tedious image --
Maybe not fast enough, my daughter and their friends, but maybe the younger generation.
Like many of their peers, my daughters are capable young women who do a good job in math and show curiosity and intellectual drive that will make them successful mathematicians.
But for some reason they are just not interested in pursuing it as a career.
Although we have gone a long way since the age of gender
Track students' educational choices in countries such as Canada and the United StatesS.
Fewer women than expected ended up with advanced degrees in areas such as mathematics, engineering and computer science.
While the gender performance gap in mathematics in history is now negligible, women remain inadequate
Represented in a field.
The study of culture, gender and mathematics, published in the journal Science last year, highlights this fact.
Using data from 40 OECD organizations (
Organization for Economic Cooperation and Development)
It shows that in societies with high levels of gender equality, "Girls are as good as boys in math and much better than them in reading.
But in another big
Researcher Karen Bradley, who conducted a large-scale study of 44 industrialized or industrialized countries, pointed out that "despite the small gap in mathematics achievement, the gender of Advanced Industrial Society's professional attitude towards mathematics and mathematics
The gap in this attitude confused me.
With competitive quantitative skills and excellent reading skills, girls are more capable of success than boys in many ways!
There is no doubt that in geometry or space testing, boys tend to perform slightly better than girls, but by practicing, there is nothing that girls can't learn and excel.
However, many young women seem to have internalized themselves instead of being confident.
Doubt, and stay away from the pursuit of quantitative knowledge, which will open up dozens of very valuable and interesting career paths.
Whether it's from the perspective of parents' attitudes, teachers' cues, media or peers, girls generally don't think they should be good at math, or, if they're good at it, this will make them less feminine.
Some girls still get the message that being smart is OK, but not too "math Smart ".
"Their belief in themselves is critical to their ability to succeed in mathematics.
An interesting study of university BC.
Researcher Ilan Dar Es Salam
Nimrod and Steven J.
Heine's 2006 article in the journal Science shows that "women who read the genetic causes of gender differences perform worse in math tests than women who read the cause of experience.
The reason they suspect this result is: "If individuals have the same genetic basis on the basis of stereotypes, they may feel that this stereotype applies to them . . . . . . If the origin of the group difference is considered to be based on a particular experience of the group of people, one may have a different response.
People may think their experiences are different, or they can resist the influence of their experiences.
"While research on mathematics and gender issues will continue to expand, we are now well aware enough to encourage our girls and boys to resist stereotypes about themselves or others, and are interested in many exciting places where math can take them.
Next week: Do your kids like hip hop but are struggling with algebra?
Please keep an eye on the article for next week, in which I will explain love (or hating)
A special tune is about the math behind the music.
Arvind Gupta is the father of three children and is the math and science director of MITACS, a national research network focused on connecting universities
Solve real-world problems with math researchers from companies and other organizations
For more information about MITACS, please visit www. mitacs. ca.
Last week's article, Tammy William Shi, mentioned the website and ideas for introducing mathematics at the age of 5.
Do you have any suggestions for introducing math to two-year-old children?
We teach our 2-year-old son math by counting;
In puzzle and game format, two numbers are introduced every two weeks, both in writing and numbers, thanks so much for any other advice on teaching mathematics at his age.
Hi Tammy, you may have read it, but if you don't, check out the math article titled "math and toddler" in March 25, also, there are also tips for "fun ways to help your toddler learn math.
This includes fun and simple games and activities to do with your child to make your son naturally excited --
Developing Mathematical Thinking
Please take a look at the parent resources provided for your child, recommended books and suggestions for online games online math resources, and when your son is close to three years old, you can try these resources with him.
A good place to look for guidelines about what your child should know and when should be known is to invest in the "age and stage" link on the children's website (www. investinkids. ca).
Here you will find age-appropriate game activities that encourage your child to move on without being bored or getting him frustrated with tasks that are too easy or too difficult.
Of course, you can expose your son to written symbols representing the second concept (2), for example.
Keep in mind, though, that this study shows that children of your son's age are developing their language skills and trying to match the new math language with their previous understanding, even if a concept is clear to them outside of verbal or written language, it makes mistakes and confuses words.
So don't worry if you show your son three blocks and he says or points to the fourth block --
These language and reading skills will be developed in the future.
Instead, you can ask him to put these three blocks in three cups so he can explore one more --to-
In the end, he can also choose a graph of three points to match the three blocks.
What about the Lewis probability?
I have been told that humans are not born with this ability, unlike counting, so that's why we can't handle uncertainty well in decision-making --
Made without formal training?
Hi Louis, a very interesting question, Louis.
We seem to be born with no ability to deal with probability.
Even the idea that there is a chance seems to be just learning from reality --Life experience.
Even after a lifetime, it is still quite mysterious.
There is no mystery in mathematics: the mathematical theory of probability is quite good --understood.
That's why mathematics is so good at describing the real world.
Behavioral psychologists Daniel Kahneman and Amos Tversky study how people deal with opportunities in their book Judgment under uncertainty: Inspiration and prejudice.
They did some clever experiments to show that people mistakenly estimate probabilities and, in fact, did a bad job of applying logic to probabilities.
In an experiment, they described a woman named Linda.
They then asked the subjects to sort the probability of the authenticity of several statements about her.
There are three options (a)
Linda actively participated in the feminist movement,b)
Linda is a bank teller. c)
Linda is a bank teller active in the feminist movement.
About 85% of participants believe (a)
From the description given, this is likely to be reasonable, and it is also considered (c)
Someone is more likely (b)
Although logically, it can't be like describing a ratio (b).
Interestingly, this has nothing to do with the amount of training they have in terms of probability or statistics.
Try it yourself. --
Even if you know (b)
Must be more likely, it is difficult not to choose (c).
Recently, author Nassim Nicholas Taleb claimed in his book "Black Swan: an extremely unlikely influence" that even someone who is very experienced, smart people are especially bad at estimating the probability of rare events --
People can make a lot of money from this fact.
I hope to provide you with something to think about!
Jennifer SherlockI is a level 4/5 teacher and read your article this morning.
What I'm interested in is buying the two books you mentioned "Remember in minutes: schedule" and/or multiplication in Flash. . . .
However, I did not succeed when I called ARTEL and 32 books in North Vancouver.
The first book is out of print and they can't find another without publishers or more information.
Can you tell me where I can get these?
Hello Jennifer, I found the link to Krimsten Publishing from multiplication.
My website when I search Google for the title "Remember in minutes.
I can't say the reliability of the publishing company, but they both currently have two books for sale as packaging. Good luck!