Exploring collaboration: The effect of gender on mathematics learning preferences

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.