Resumen

GASCO TXABARRI, Javier. Sex differences in the use of learning strategies in mathematics in Secondary School. Cuad. Investig. Educ. [online]. 2017, vol.8, n.1, pp.47-59. ISSN 1510-2432.  https://doi.org/10.18861/cied.2017.8.1.2638.

Learning strategies promote autonomy and self-regulation in the teaching-learning processes. Such strategies make sense within the concept of learning as a constructive self-regulated process. In math, a greater use of these strategies can have an impact on the reasoning, problem solving and performance, among others. The aim of this study is to analyze the differences that may occur in the use of such strategies in accordance with gender. For such purpose, data were collected from 565 students of 2nd, 3rd and 4th year of Compulsory Secondary Education (ESO) belonging to schools in the Basque Autonomous Community. The tool used for this purpose has been an adaptation into Spanish of the Motivated Strategies for Learning Questionnaire (MSLQ) focused on the study of mathematics. The results show that the girls informed more use of organization strategies and help seeking resources, although variations are weak. These data indicate that women tend to organize and manage better the mathematical knowledge, and ask for help to a greater extent than men in case of difficulty. With regard to the absence of differences, these results indicate a similar use by students of both sexes in other strategies: rehearsal, elaboration, planning and monitoring and regulation-follow up (both metacognitive strategies) and study environment.

Palabras clave : didactics; math education; learning strategies; sex differences; secondary school.

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