Growing up in Taiwan: The impact of environmental influences on the math olympians

Wu, Wu-Tien

doi:10.1016/s0883-0355(97)86729-8

Cited by 8 publications

(5 citation statements)

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“…In accordance with this, numerous studies showed that participation in a mathematics or science competition resulted in participants' higher probability of pursuing a successful mathematics or science career (Campbell & O'Connor-Petruso, 2008;Campbell & Walberg, 2011;Eremin & Gladilin, 2013;Gordeeva, Osin, Kuz'menko, Leont'ev, & Ryzhova, 2013;Marsa, 1993;Sahin, 2013;Sahin et al, 2015;Schmidt, 2014;Wirt, 2011;Wu & Chen, 2001). Furthermore, participation in mathematics and science competitions has been found to have a positive influence on students' mathematics and science interests, self-beliefs, and identification (Jaworski, 2013;Mitchell, Dori, & Kuldell, 2011;O'Kennedy et al, 2005;Wu, 1996). The potential of mathematics and science competitions has been acknowledged by governments from around the world that are providing financial and political support (e.g., Australian Science Innovations, 2018;European Commission, 2018b;SSEF, 2018;Youth Science Canada, 2018).…”

Section: Career Advancement Through Participation In Mathematics Anmentioning

confidence: 99%

Gender differences in mathematics and science competitions: A systematic review

et al. 2019

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Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out‐of‐school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self‐concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.

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Section: Career Advancement Through Participation In Mathematics Anmentioning

confidence: 99%

Gender differences in mathematics and science competitions: A systematic review

et al. 2019

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“…Wu ( 1996 ) collected data from adolescents in the Math Olympians program ( n = 36), utilizing questionnaires and in-depth interviews, in order to determine which family, school, and Math Olympiad program factors contributed to their mathematics development. It was concluded that high socio-economic status (SES) (determined by the father's higher than average occupational status, income, and education level), and family involvement (more positive and supporting then average) were the factors that most correlated with students' math ability.…”

Section: Review Of the Literaturementioning

confidence: 99%

Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review

2017

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Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability.

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“…Although the overall participation in the AMC has shrunk over the past two decades, still hundreds of thousands of students participate in one of the AMC programs every year. Moreover, rather than being a simple competition, the AMC program has played a pivotal role in motivating many American high school students to reach high levels of mathematics competence (Campbell & Walberg, 2011) and served as a talent development path for many who are mathematically gifted (Andreescu et al, 2008;Wu, 1996). Second, given that high performance in the AMC competitions (particularly top 5 to 6 percentiles) might help applicants gain admission to top universities' STEM programs (Andreescu et al, 2008;Ellison & Swanson, 2010), an upward trend in gender disparity in participation, which favors males, may serve to increase women's underrepresentation in STEM-related college programs.…”

Section: Trend In Gender Disparity In Participation In the American Mathematics Competitionmentioning

confidence: 99%

Trends in Gender Disparities Among High-Achieving Students in Mathematics: An Analysis of the American Mathematics Competition (AMC)

Bahar

2020

Gifted Child Quarterly

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Using the test scores of more than 2,250,000 students who participated in the American Mathematics Competitions (AMC) from 2009 to 2019, this study examined the direction and magnitude of the trends in gender disparity in participation and high achievement in self-select mathematics exams. The results of this study indicated that the male to female ratio among the AMC participants increased significantly from 2009 to 2019. The findings also showed an established disparity that favored males for each year and for all competitions in both the top 1% and 5% levels, while the trend in the male to female ratios over a decade was stable, except for the top 1% of the population in the AMC 8, in which there was a significant increasing trend that favored males. The possible impacts of these findings within the context of the underrepresentation of women in STEM (science, technology, engineering, and mathematics) fields are discussed.

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Growing up in Taiwan: The impact of environmental influences on the math olympians

Cited by 8 publications

References 1 publication

Gender differences in mathematics and science competitions: A systematic review

Gender differences in mathematics and science competitions: A systematic review

Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review

Trends in Gender Disparities Among High-Achieving Students in Mathematics: An Analysis of the American Mathematics Competition (AMC)

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