caa a22 4500 467988293 CHVBK 20180323112538.0 cr unu---uuuuu 170328e19900901xx s 000 0 eng 10.1007/BF02298179 doi (NATIONALLICENCE)springer-10.1007/BF02298179 Protagonist gender as a design variable in adapting mathematics story problems to learner interests [Elektronische Daten] [Laura Murphy, Steven Ross] Junior-high students solved mathematics story problems featuring a male protagonist, a female protagonist, or both. A total of 252 eighth-graders from a rural school and a suburban school participated. Females and especially males strongly preferred own-gender over opposite-gender protagonists. Female performance exceeded male performance overall, regardless of protagonist gender. For the rural sample only, and more so for high-ability than low-ability students, performance was higher for those who received preferred-protagonist problems. Problem-solving performance was strongly related to standardized mathematics achievement scores, but was not significantly related to race or socioeconomic status. The implications of the findings for using preferred contexts as a basis for instructional adaptation in mathematics education are discussed. the Association for Educational Communications and Technology, 1990 Murphy Laura the Health Science Center, College of Medicine, Boling Center for Developmental Disabilities, University of Tennessee, 38105, Memphis, TN aut Ross Steven Department of Foundations of Education, College of Education, Memphis State University, 38152, Memphis, TN aut Educational Technology Research and Development Kluwer Academic Publishers 38/3(1990-09-01), 27-37 1042-1629 38:3<27 1990 38 11423 https://doi.org/10.1007/BF02298179 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF02298179 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Murphy Laura the Health Science Center, College of Medicine, Boling Center for Developmental Disabilities, University of Tennessee, 38105, Memphis, TN aut NATIONALLICENCE 700 1- Ross Steven Department of Foundations of Education, College of Education, Memphis State University, 38152, Memphis, TN aut NATIONALLICENCE 773 0- Educational Technology Research and Development Kluwer Academic Publishers 38/3(1990-09-01), 27-37 1042-1629 38:3<27 1990 38 11423 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer