Develop Math Skills At Home

Before girls can conquer math and math sciences, confidence and no-fear must be engendered in them by their parents at home. This is really important before girls enter a formal education process and institution. Several things must be addressed to know what is needed in the “early-dawn” existence of a girl in order to provide confidence and no-fear of the math and math sciences from parents at home. This article will address the Boy vs. Girl Syndrome, The Early-Dawn of a Girl’s Life, What Parents Do, What Teachers Do, and How Parents Can Help Their Daughters Develop Math Skills at Home

The Boy vs. Girl Syndrome

While young girls are seen in American society, as well as in many other societies, as “sub-developed” in the areas of math and math sciences, society has done little to change that common myth and stereotype. Many controlled scholastic tests in American education history bring about the belief in the “boy vs. girl” syndrome. This is about a stereotype of how little girls grow into adult females, a gender that cannot comprehend or grasp the nature of the math’s and math sciences. These controlled and scholastic tests also lead to the belief that little boys grow into highly developed intelligent adult males who somehow grasp the fundamentals and advanced levels of the math’s and math sciences as opposed to girls.

The belief that there is a fundamental difference between boys and girls with regard to aptitude overall, especially in the math and math sciences field, is embedded from determination of educators and parents who accept that premise. Are there “real” differences between boys and girls that stop the fundamental and advanced comprehension and grasp for the maths and math sciences?

To answer this, we first have to examine summarily, the studies done regarding the previous question over time. Studies reviewed by Feingold, 1988; Hyde, Fennema & Lamon, 1990; Lubinski & Benbow, 1992; Maccoby & Jacklin, 1974 (et al), concluded that there are very few “between-gender differences compared to variability within each gender”. Furthermore, these differences are becoming smaller over time (Linn & Hyde, 1989). In fact Feingold, 1988;( Et al), found that “There are no significant differences between boys’ and girls’ math achievement in elementary school, and few differences at any age” with regard to each gender’s scholastic abilities. Where then do wrong stereotypes and expectations that girls cannot comprehend or grasp the nature of the math’s and math sciences come from?