Mathematical Ability of women and girls Discussion

November 25, 2022

Mathematical Ability of women and girls Discussion

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Mathematical, Ability, of, women, and, girls, Discussion

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I would like to support in your post is that the commonly held stereotype that girls and women lack mathematical ability is untrue. Studies have shown that girls and women perform just as well as boys and men in mathematical ability (Contini et al., 2017). Both genders have the same ability to learn and understand mathematical concepts. Besides, both genders have the same ability to perform mathematical operations. Girls and boys have equal support from parents, teachers, and others when it comes to learning math. According to Contini et al. (2017), girls and boys have equal motivation to learn and succeed in math. This evidence adds to the argument because it is grounded in credible information that strives to refute the stereotype that males outperform females in mathematical skills.

Reference

Contini, D., Di Tommaso, M. L., & Mendolia, S. (2017). The gender gap in mathematics achievement: Evidence from Italian data. Economics of Education Review, 58, 32-42. https://doi.org/10.1016/j.econedurev.2017.03.001

4 empirical articles needed in intro!!!!!

NTRODUCTION — PROBLEMState the importance of the problem, including theoretical or practical implications.
More simply, WHY are we conducting this study, why do we care?

2 pts

This criterion is linked to a Learning OutcomeINTRODUCTION — REVIEW of RELEVANT SCHOLARSHIPProvide a succinct view of relevant scholarship, including relation to previous work, and differences between the current report and earlier reports if some aspects of this study have been reported on previously

This criterion is linked to a Learning OutcomeINTRODUCTION — HYPOTHESIS, AIMS & OBJECTIVESState specific hypotheses, aims, and objectives, including theories or other means used to derive hypotheses, primary and secondary hypotheses, and other planned analyses. State how hypotheses and research design relate to one another.

This criterion is linked to a Learning OutcomeMETHOD — PARTICIPANTSReport inclusion and exclusion criteria, including any restrictions based on demographic characteristics. Report major demographic characteristics and important topic-specific characteristics.

This criterion is linked to a Learning OutcomeMETHOD — SAMPLINGReport major demographic characteristics and important topic-specific characteristics. Describe procedures for selecting participants, including sampling method if a systematic sampling plan was implemented, percentage of sample approached that actually participated, and whether self-selection into the study occurred. Describe settings and locations where data were collected as well as dates of data collection. Describe agreements and payments made to participants. Describe institutional review board agreements, ethical standards met, and safety monitoring. Describe the sample size, power, and precision.

This criterion is linked to a Learning OutcomeMETHOD — MEASURES & MEASUREMENTDefine all primary and secondary measures and covariates. Describe methods used to collect data. Describe methods used to enhance the quality of measurements. Provide information on validated or ad hoc instruments created for individual studies.

This criterion is linked to a Learning OutcomeMETHOD — PROCEDURESReport whether participants, those administering the experimental manipulations, and those assessing the outcomes were aware of condition assignments. If masking took place, provide a statement regarding how it was accomplished and whether and how the success of masking was evaluated. State whether conditions were manipulated or naturally observed. Report the type of design. Describe planned data diagnostics, including criteria for post-data-collection exclusion of participants, if any; criteria for deciding when to infer missing data and methods used for imputation of missing data; definition and processing of statistical outliers; analyses of data distributions; and data transformations to be used, if any.

This criterion is linked to a Learning OutcomeAPA STYLEUse APA Style to format the paper (including proper use of headings, page numbers, and citations)

This criterion is linked to a Learning OutcomeREFERENCESUse APA Style to format the References section (including proper formatting of each type of source used)

This criterion is linked to a Learning OutcomeOVERALL WRITING QUALITY• Paragraphs well organized
• Sections with logical organization of paragraphs
• Few grammatical errors, typos and misspellings
• Appropriate word selection
• Correct use of scientific terms

This is about pro-social behavior.

this is what its about below

Sample: Youth in psychiatric facility

Control Group 1: no therapy no medication

Experimental group 1: medication

Experimental group 2: therapy

Methods

Participants

We had 150 participants. (50 in each group)

Procedures

Include CITI, consent from parents, warden/manager and youth. A pre-test of baseline prosocial behavior using X measure. Random selection of participants, random assignment of participants. Administer the conditions for the 12 weeks of the study. Post-test using X measure. We will start by using a random sample to gather participants.

Research Design

Control group had no influence by the researcher but was influenced by the juvenile facility program, they will receive no therapy and no medication. As for experimental group 1, they will be medicated with no therapy. Experimental group 2 will be in intensive therapy with no medication.

Measurement

Prosocial behavior

Youth Prosocial Behavior scale (YPBS) was used to assess prosocial behavior in teenagers.

Control Group Completed the pre- and a post- prosocial behavior questionnaire but I’d not have exposure to the researchers otherwise.

Experiment Condition 1

Experiment Condition 2

Hypothesis

It is hypothesized that experimental group 1 will have a greater positive change than the control group. It was further hypothesized that [EG1] will have a greater positive change than the control group [EG2].

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Mathematical Ability of women and girls Discussion

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.