Exploring collaboration: The effect of gender on mathematics learning preferences

TL;DR

This study investigates whether gender influences students' preferences for collaborative learning in undergraduate mathematics, finding no significant differences between males and females over time, thus challenging previous assumptions about gendered collaboration preferences.

Contribution

The paper provides empirical evidence that gender does not significantly affect collaborative preferences in undergraduate mathematics learning over a semester.

Findings

No significant gender differences in CPLM scores

CPLM preferences remained stable over time

Results challenge prior gender-based assumptions in collaboration

Abstract

This study examines the influence of gender on students' collaborative preferences for learning mathematics (CPLM) over time in an undergraduate mathematics context. Data collected at three points during the semester were analyzed using a two-way mixed analysis of variance (ANOVA). Results showed no significant interaction between gender and time, nor a main effect of gender, indicating stable CPLM scores and comparable preferences between male and female students. These findings challenge prior research on gendered differences in collaboration and suggest that further exploration of contextual factors is needed to deepen understanding of CPLM in undergraduate mathematics education.