Gender and Mathematics at Play: Parents’ Constructions of their Preschoolers Mathematical Capabilities
Bibliographic record
Abstract
AbstractUsing sociocultural learning theories and feminist post structural theories of gender, we explore how a diverse group of parents (n=28) construct their preschool sons and daughters as capable/not capable of doing mathematics. Our study examines the interactions between parents and children while playing an age appropriate board game. Following an analysis of the parents’ words and gestures, we found that on average, parents modeled mathematical procedures equally for daughters and sons, prompted their sons to complete mathematical procedures almost twice as frequently as they prompted their daughters, and enacted executive automany much more frequently with their daughters than with their sons. In other words, in the context of playing this board game the parents in this study appeared to construct their preschool sons and daughters as having a fairly equal potential for understanding math but constructed their sons as currently capable mathematicians more often than they constructed their preschool daughters this way. Implications for educators and researchers are considered.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".