共用题干Teaching Math,Teaching AnxietyIn a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship be-tween what female teachers think and what female students learn:If a female teacher is un-comfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up be-lieving that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for every-one. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.The new study found that when a teacher has anxiety about math,that feeling can influ-ence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers com-pared the scores.The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find outwhich teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example, was probably anxious about math.Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the studydid. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.According to the experiment,those teachers were probably anxious about math when they felt______.A: nervous memorizing the numbers of a sales receiptB: helpless saving the numbers of a sales receiptC: uneasy reading the numbers of a sales receiptD: hopeless filling in the numbers of a sales report
共用题干
Teaching Math,Teaching Anxiety
In a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship be-tween what female teachers think and what female students learn:If a female teacher is un-comfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.
If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up be-lieving that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.
Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for every-one. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.
The new study found that when a teacher has anxiety about math,that feeling can influ-
ence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers com-pared the scores.
The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out
which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example, was probably anxious about math.
Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study
did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.
“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.
Teaching Math,Teaching Anxiety
In a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship be-tween what female teachers think and what female students learn:If a female teacher is un-comfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.
If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up be-lieving that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.
Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for every-one. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.
The new study found that when a teacher has anxiety about math,that feeling can influ-
ence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers com-pared the scores.
The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out
which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example, was probably anxious about math.
Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study
did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.
“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.
According to the experiment,those teachers were probably anxious about math when they felt______.
A: nervous memorizing the numbers of a sales receipt
B: helpless saving the numbers of a sales receipt
C: uneasy reading the numbers of a sales receipt
D: hopeless filling in the numbers of a sales report
A: nervous memorizing the numbers of a sales receipt
B: helpless saving the numbers of a sales receipt
C: uneasy reading the numbers of a sales receipt
D: hopeless filling in the numbers of a sales report
参考解析
解析：题干意为“依据第一段的内容来看，芝加哥大学的研究结果是什么？”利用题干及备选项中的细节信息词/短语 result of the research , University of Chicago , girls , math skills,boys,female teachers' math skills,girl students' math skills作为定位线索，在第一段中寻找到相关句：In a new study about the way kids learn math in elementary school, the psy-chologists at the University of Chicago Sian Beilock and Susan Levine found a surprising rela- tionship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills，then her female students are more likely to believe that boys are better than girls at math．第一段是一个独立成段句，该句意为“在最 近一项关于小学生学数学的研究中，芝加哥大学的心理学家Sian Beilock和Susan Levine发现，女教师的想法和女学生的学习之间有着惊人的联系：如果女教师对自己的数学能力感到焦虑，她的女学生很可能会认为男孩学数学比女孩学得更好”。由此可知女教师对自己数学能力的自信会影响女生时自己数学能力的信心，从而最终会影响到女生的数学能力，因此答案为D项“女教师对自己数学能力的自信与女生的数学能力相关”。
题干意为“第三段暗示了什么？”题干中没有任何细节信息词可以利用，因此只能利用备选项中的细节信息词/短语math teachers,math learners, subject,difficulty, dif-ficult subject,teachers' confidence, teaching math, students learning math，利用这些线索词在第三段中找到相关句：Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particular-ly difficult for everyone. Researchers use the word“anxiety”to describe such feelings: anxie-ty is uneasiness or worry．第三段第一句提到“如同学生会认为某些科目很难学那样，老师也会认为某些学科既难学也难教”。最后一句提到“这就是研究者所言的‘焦虑’：不自在或担心”。依据这两个句子可以推断出作者想要告诉读者，教师会因为数学这门学科难而对教授该课程产生焦虑，也就是不自信，因此答案为B项“像数学这样难学的科目可能会影响教师 对教授该学科的自信”。
题干意为“根据实验来看，当那些老师感到……时可能会对数学产生焦虑感”。利用题干及备选项中的细节信息词/短语experiment , teachers , numbers of a sales re-ceipt作为定位线索，在第五段中找到相关句：The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the research-ers turned to the teachers:To find out which teachers were anxious about math,the research-ers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt， for example,was probably anxious about math．定位线索词集中出现在第五段第二句和第三句中，因此重点关注这两个句子。这两个句子提到“然后研究者们对教师进行测试，试图找出哪些教师对数学感到焦虑，研究者们问教师们当遇到数学问题诸如阅读销售清单时的感受，如果一位教师一看到销售清单的数字就感到紧张，那么她可能会对数学存在焦虑”。由此可知选项C项“一看销售清单上的数字就感到紧张”是答案。saving the numbers意为“保存数字”,filling in the numbers意为“数字排序”,memorizing the numbers意为“数字记忆”。
题干意为“第六段告诉我们研究结果……”利用题干及备选项中的细节信息词/短语research findings,strong link,female teachers' math anxiety,female students' math achievements , math anxiety , strong evidence , math superstars , males , females作为定位线索，在第六段中找到相关句：Boys , on average , were unaffected by a teacher's anxiety. On aver-age,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math su- perstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety（与female teachers' math anxiety呼应）．定位线索词集中出现在第六段最后一句中，因此重点关注这个句子。该 句意为“在关于是否认为数学高手应该是男孩的测试中，有20个女孩认为男孩数学比女孩好，这20个女孩的老师都是女性，而且都对数学有焦虑感”。这说明女教师对数学的焦虑感会影响女学生对自己数学能力的信心。该句的前一句提到“一般来说，教女孩子的教师对数学有焦虑感，那么女孩子们在学年结束时测试得分会比其他的女孩要低”。结合这两个句子的意思可以得出这样的结论：女教师对数学的焦虑感会影响女学生对自己数学能力的信心，并最终影响女学生的数学成绩，因此该题答案为A项“证明在女教师对数学的焦虑感和女学生的数学成绩之间有密切的联系”。
题干意为“第三段暗示了什么？”题干中没有任何细节信息词可以利用，因此只能利用备选项中的细节信息词/短语math teachers,math learners, subject,difficulty, dif-ficult subject,teachers' confidence, teaching math, students learning math，利用这些线索词在第三段中找到相关句：Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particular-ly difficult for everyone. Researchers use the word“anxiety”to describe such feelings: anxie-ty is uneasiness or worry．第三段第一句提到“如同学生会认为某些科目很难学那样，老师也会认为某些学科既难学也难教”。最后一句提到“这就是研究者所言的‘焦虑’：不自在或担心”。依据这两个句子可以推断出作者想要告诉读者，教师会因为数学这门学科难而对教授该课程产生焦虑，也就是不自信，因此答案为B项“像数学这样难学的科目可能会影响教师 对教授该学科的自信”。
题干意为“根据实验来看，当那些老师感到……时可能会对数学产生焦虑感”。利用题干及备选项中的细节信息词/短语experiment , teachers , numbers of a sales re-ceipt作为定位线索，在第五段中找到相关句：The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the research-ers turned to the teachers:To find out which teachers were anxious about math,the research-ers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt， for example,was probably anxious about math．定位线索词集中出现在第五段第二句和第三句中，因此重点关注这两个句子。这两个句子提到“然后研究者们对教师进行测试，试图找出哪些教师对数学感到焦虑，研究者们问教师们当遇到数学问题诸如阅读销售清单时的感受，如果一位教师一看到销售清单的数字就感到紧张，那么她可能会对数学存在焦虑”。由此可知选项C项“一看销售清单上的数字就感到紧张”是答案。saving the numbers意为“保存数字”,filling in the numbers意为“数字排序”,memorizing the numbers意为“数字记忆”。
题干意为“第六段告诉我们研究结果……”利用题干及备选项中的细节信息词/短语research findings,strong link,female teachers' math anxiety,female students' math achievements , math anxiety , strong evidence , math superstars , males , females作为定位线索，在第六段中找到相关句：Boys , on average , were unaffected by a teacher's anxiety. On aver-age,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math su- perstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety（与female teachers' math anxiety呼应）．定位线索词集中出现在第六段最后一句中，因此重点关注这个句子。该 句意为“在关于是否认为数学高手应该是男孩的测试中，有20个女孩认为男孩数学比女孩好，这20个女孩的老师都是女性，而且都对数学有焦虑感”。这说明女教师对数学的焦虑感会影响女学生对自己数学能力的信心。该句的前一句提到“一般来说，教女孩子的教师对数学有焦虑感，那么女孩子们在学年结束时测试得分会比其他的女孩要低”。结合这两个句子的意思可以得出这样的结论：女教师对数学的焦虑感会影响女学生对自己数学能力的信心，并最终影响女学生的数学成绩，因此该题答案为A项“证明在女教师对数学的焦虑感和女学生的数学成绩之间有密切的联系”。