Some Notes on Gender Differences in Mathematics

This paper is a belated follow‐up to an article by Sharma & Meighan published in 1980. They suggested that pupils who studied other numerical subjects, specifically physics and technical drawing, did better in mathematics O level than pupils who studied only arts subjects with mathematics. They further suggested that sex differences in enrollments in other cognate subjects might account for sex differences in mathematics performance. However, their results were based on small samples and did not employ any control for general ability. Using data from the GIST project 1 have explored the same issues. Studying physics did seem to improve mathematics achievement, allowing for general ability, but studying technical drawing had no effect on grades in mathematics. No overall sex difference in mathematics achievement at 16 was found, but girls studying physics with mathematics achieved better than comparable boys studying the same subjects.     

Gender Differences in Performance on Mathematics Achievement Items

Gender differences in performance on three types of mathematics test items were investigated using data from students with three different course backgrounds. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test. Only students with three specific profiles of high school mathematics coursework were considered in the analysis. The three background conditions ranged from little mathematics (Algebra I only) to a modest background (two Algebra courses and Geometry) to a full mathematics program including Introductory Calculus. For each background condition, examinee performance was analyzed in a 2 (Gender) x 3 (Item Category) x 8 (Test Form) split-plot factorial design. The results indicated, that, at each of the studied background levels, females performed less well than males on geometry (strategic, geometric) and reasoning (strategic, nongeometric) items. On the other hand, females performed as well as males on algorithmic, operationsoriented items.     

八年级学生数学认知水平的性别差异

学习成就的性别差异是国际教育界的关注点之一.数学认知水平的测试调查、比较表明:初二学生在总成绩上男、女生的差异不显著,但女生在分水平(计算、概念、领会、分析)上的表现几乎都呈现略比男生差的现象;访谈的结果也加强了这一观念.     

不同性别儿童数学学习情感发展差异研究

文章研究了小学儿童数学学习的情感发展特征,采用自编儿童数学学习情感发展水平量表,以梅州市三所小学1-6年级共860名学生为被试,考察男女生数学学习情感发展水平的差异。结果表明:(1)小学男、女生的数学学习情感发展水平存在极显著差异,女生数学学习情感发展水平明显比男生高。(2)除师生关系水平存在显著的性别差异,女生比男生与老师有更良好的师生关系外,儿童数学学习情感的其他因素,男、女几乎没有不同。(3)低年级儿童的数学学习情感发展水平存在显著的性别差异,中、高年级儿童不存在显著的性别差异,数学学习情感发展水平随年级升高而降低,女生数学学习情感发展水平变化较大,男生则相对平稳。     

Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey

Research in Science Education - The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific...     

Teaching appraisal in higher education: an Australian perspective

The current literature on the evaluation of teaching in highereducation institutions is reviewed critically and evaluated from anAustralian perspective. The issues of what constitutes goodteaching and how effective teaching can lead to quality in teachingare discussed together with the reasons for introducing appraisal systems.The professional development and duties-basedmodels of teaching appraisal are summarized and assessed along with thevarious sources of information which can be used as inputs to the appraisalprocess. The problems associated with appraisal systems are identified andrecommendations are made as to the design of appraisal systems which arevalid, reliable and have high user acceptability.     

Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015

International Journal of Science and Mathematics Education - Using data from the Trends in International Mathematics and Science Study (TIMSS) 2015 assessment of fourth-grade students in 32...     

Mathematical Education of Engineers: an Australian perspective

A series of surveys provide the basis for comments on the mathematical education of engineers in Australia. The respondents were graduates and employers. This paper summarises their views and contrasts undergraduate and postgraduate courses. The former tend to be traditional and structured. There is a need for more course work with the latter with more emphasis on mathematical modelling. Desirable professional attributes which should come from education with mathematics rather than mere training in mathematics are listed as they are seen in the milieu of the market place.     

西方数学学习性别差异研究述评

数学学习性别差异是西方教育理论研究的热点问题之一.这一课题的研究在国际上已取得很多重要成果,这些研究结论不尽相同,甚至对立,如:男生比女生在数学学习方面占优势;男女生在数学学习方面各有优势;男女生在数学学习方面无显著差异等.有的学者从男女先天的智力和生理特征的角度解释造成差异的原因;有的学者从自我信念体系、社会文化及学校因素、教师观念、家长观念解释造成差异的原因.为了平衡数学学习中的性别差异,我们应树立性别平等意识、实施单一性别教育,开展"因性施教"的教学方式.     

天津学生数学学习的性别差异——来自PISA的结果

数学学习的性别差异一直是人们关心的问题。PISA 2012测评结果显示,虽然天津男生与女生数学学习成绩不存在差异,但男女生数学学习的驱动力、动机和自我信念还是有明显差异。与男生相比,女生学习的坚持性、问题解决的开发性、对自身解决数学问题能力的自信更差,而数学焦虑更强,更倾向于将数学学习失败的责任归咎于自身以外的因素。     

中学生数学学习成就归因的性别差异比较研究

在以往相关研究的基础上,采用问卷调查法,对中学生数学学习的原因归因、期望变化和情感反应的性别差异进行调查.研究得出以下结论:(1)对于数学学习成功结果,能力项原因归因存在性别差异;失败情境下,教学质量和能力项归因上存在性别差异.(2)对数学学习失败结果能否改变上存在性别差异.(3)对于成功结果,在自豪和惊喜两项情感反应上存在性别差异;对于失败结果,在自卑和怨恨两项情感反应上存在性别差异.     

Computers and Gender Differences:

No abstract available for this article.     

Student engagement and departure intention: an Australian university perspective

This study addresses the departure intentions of an Australian university business student cohort that is characterised by high levels of diversity in pre-entry attributes. The study investigates the level of student engagement using the academic and social integration components of the Student Engagement Questionnaire (SEQ) based on Tinto’s model of institutional departure. The results showed that the pre-entry attributes of students such as gender and low socio-economic status, together with first year of study, were not significant in determining student engagement. There were, however, significant differences in departure intention based on student engagement, particularly in terms of interaction with administrative support services and satisfaction with the educational experience. Overall, the findings support the view that institutional efforts to engage business students in the early stages of their studies minimise the risk of departure.     

英语中的性别差异研究

语言中的性别差异是客观存在的社会现象。作为整个文化系统的一个子系统，语言符号系统以四种指表模式－－标识、评价、规定和构成反映了两性之间的差异及地位。本文从这四个方面列举了英语中的性别差异现象，分析了导致这一现象的原因，并指出性别语言之间的差异正在逐步缩小，英语中的性别歧视现象将由引得以消除。     

Gender Differences in Conversation

Men and women applied language distinct from each other in many ways. The thesis gives an illustration of gender differences in conversation and different interpretive frames within which the discourse between men and women take place. More profoundly,it tries to explain them from perspective of socialization.     

非语言交际中体距的性别差异

随着国际政治、经济、文化的全球化,男女之间的非语言交际越来越受到人们的重视。论文叙述了男女性之间在空间使用上的具体差异并揭示了形成这些差异的五个原因,即生理差异,男女社会化,性吸引,定势和支配-服从。     

Gender Differences in Conversation

Men and women applied language distinct from each other in many ways. The thesis gives an illustration of gender dif-ferences in conversation and different interpretive frames within which the discours...     

Gender Differences in Mathematics and Science on a High School Proficiency Exam: The Role of Response Format

Scores from mathematics and science sections of pilot forms of the Michigan High School Proficiency Test (HSPT) were examined for evidence of an interaction between gender and response format (multiple choice or constructed response). When students of all ability levels were considered, the interaction was small in science and nonexistent in mathematics. When only the highest ability students were considered, male students scored higher on the multiple-choice section, whereas female students either scored higher on the constructed-response section or the degree to which the male students scored higher was less on the constructed-response section. Correlations between the formats were high and did not vary by gender. Standard errors of measurement were similar across gender.