Resumen de Visual thinking and gender differences in high school calculus
Erhan Selcuk Haciomeroglu, Eric Chicken
This study sought to examine calculus students� mathematical performances and preferences for visual or analytic thinking regarding derivative and antiderivative tasks presented graphically. It extends previous studies by investigating factors mediating calculus students� mathematical performances and their preferred modes of thinking. Data were collected from 183 Advanced Placement calculus students in five high schools. Students� visual preferences were not influenced by gender. Statistically significant differences in visual preference scores were found among high- and low-performing students. Thus, the results suggest that stronger preference for visual thinking was associated with higher mathematical performances.
