Gender Differences in First-Grade Mathematics Strategy Use: Parent and Teacher Contributions

Abstract

In this study we examined how parents and teachers influence the development of gender differences in mathematics strategy use in the 1st grade. Children were interviewed about their strategy use, their metacognitive knowledge about specific strategies, and their perceptions of parents' and teachers' attitudes toward various strategies. Parents and teachers completed questionnaires about the types of strategy and metacognitive instruction they provided. Previous results (Carr & Jessup, 1997) were replicated with boys correctly using retrieval during the 1st grade more than girls and girls correctly using overt strategies more than boys. Boys were influenced by the belief that adults like strategies indicating ability and by teacher instruction on retrieval strategies. Girls' strategy use was not related to perceived adult beliefs or actions.