Gender differences in mathematical performance

The present study examined gender differences in children tested at grade levels two, four and six over an eleven year period. Total Mathematics, Mathematical Computation and Mathematical Concept Normal Curve Equivalency (NCE) scores were collected from the past eleven years of administrations of Science Research Associates (SRA) Achievement Series tests. Scores on the Wechsler Intelligence Scale for Children (WISC or WISC-R) controlled for the influence of intellectual level. A multivariate analysis of covariance with repeated measures was used along with a test of magnitude of effect to analyze the data. No significant gender differences or gender by grade level differences were found. A significant difference was found, however, when grade levels were compared. There was a downward trend in performance on the mathematical tasks as grade level increased.     

An investigation of the validity and reliability of the adapted mathematics anxiety rating scale-short version (MARS-SV) among Turkish students

This study adapted the Mathematics Anxiety Rating Scale-Short Version (MARS-SV) into Turkish and investigated the validity and reliability of the adapted instrument. Twenty-five bilingual experts agreed on the language validity, and 49 Turkish language experts agreed on the conformity and understandability of the scale’s items. Thirty-two subject matter experts’ responses provided evidence for content validity. Finally, 475 college students (51.58% men) responded to the adapted scale. Based on the existing literature, several models were specified and estimated. Confirmatory factor analyses showed that only five-factor model provided fit to the data (all fit indices exceeded 0.90). Standardized factor loadings were found all positive, significant, and ranged from 0.40 to 0.78. Factors are named as the Mathematics Test Anxiety, Course Anxiety, Computation Anxiety, Application Anxiety, and Social Anxiety. All subscales were significantly correlated with the total scale score as well as among themselves. It was concluded that the adapted scale measures the construct of mathematics anxiety in Turkish college student populations.     

The Role of Parental Math Anxiety and Math Attitude in Their Children’s Math Achievement

The present study investigated the antecedents and consequences of children’s math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math anxiety of parents and their children was measured using the Mathematics Anxiety Scale Short Version (MARS-SV), the Mathematics Anxiety Scale for Elementary School Students (MARS-E), and the Mathematics Anxiety Rating Scale for Adolescents (MARS-A). Math attitude was assessed with the Attitude Towards Mathematics Inventory (ATMI). A math achievement test was constructed for each grade level based on their curriculum. Path analyses were conducted to test the suggested conceptual model, and the results indicate that parental math anxiety and math attitude act as precursors to their children’s math anxiety and math attitude and further influence the math achievement of their children.     

Differences of math anxiety groups based on two measurements,MASS and EEG

This article investigated how mathematic anxiety (MA) of Korean middle school students could be reduced by comparing analytically their cognitive neuroscience and questionnaire results. We developed a three-hour Complex Treatment Program (CTP) on quadratic functions for the study. In the summer of 2016, we collected data of the pre and post MA questionnaires by Mathematics Anxiety Scale for Students (MASS), the percent of correct answers (PCA) and reaction time (RT) by E-prime program, and also brain-imaging data of the event related potentials (ERP) by Electroencephalograph (EEG) using computer-based functional F-G model. The result indicated the CTP to be effective with the group with higher math anxiety and the group with higher achievement respectively. The MASS result was verified with the better performance of PCA on type G, which was measured by E-prime program. Some interesting patterns were revealed on brain-imaging data by EEG, indicating more brain activities with the MA groups.     

Anxiety in Relation to Social Support in a College Population

This study examined anxiety in relation to social support, gender, ethnicity, class standing and living situation in a college population. The Social Provisions Scale (Cutrona & Russell, 1987) was used to measure social support. Anxiety was measured by the state-anxiety subscale from the State-Trait Anxiety Inventory (Speilberger, 1970). Five hundred and thirty-one students returned the instrument packages (44% return rate). Multiple regression was used to test anxiety in relation to independent variables: social support gender, ethnicity, living situations, and class standing. Females were more anxious, in general, and feamles with less social support reported more anxiety. Males' anxiety was not related to social support. The remaining variables were non-significant at the .05 level of significance. Suggestions for future studies are given.     

The relationship between health (malnutrition) and educational achievements (Maths and English) in the rural children of South Africa

The purpose of this paper is to report the cross-sectional relationship between educational achievements and the ‘health status’ of the rural South African children in the Ellisras Longitudinal Study (ELS).The study followed a cohort design where 1033 children (569 boys and 464 girls) aged 7–14 were randomly sampled from 11 primary schools and one secondary school. Anthropometric measurements for height for age (HAZ), weight for age (WAZ), body mass index (BMI) and sum of skinfolds (SOS) were carried out to establish their ‘health status’. Educational achievement tests for Mathematics and English were administered to check their educational status.The results of the multilevel analysis showed that HAZ, WAZ and BMI were positively related to both English and Mathematics performance. HAZ was only positively related to mathematical performance and SOS was not related to educational achievement at all. Furthermore, age and gender only marginally influenced the observed relationships.The study recommends that other factors such as socio-economic status and learning environment should be looked into to find out whether these factors influence the observed relationships.     

Teacher interpersonal behaviour and secondary students’ cognitive, affective and moral outcomes in Hong Kong

This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students’ perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student learning outcomes including a modified enjoyment scale of the Test of Science Related Attitudes, academic achievement, attitudes towards the teacher, and learning of values and attitudes. A total of 612 grade 9 students from 16 Mathematics, Chinese and English classes in six schools participated in the study. The Chinese version of the QTI was found to be a valid and reliable measure. Multiple regression analysis revealed that students’ perceptions of their teachers’ interpersonal behaviour were significantly related to their cognitive, affective, and moral learning outcomes.     

Mathematics Anxiety In Preservice Elementary School Teachers

Mathematics anxiety is a condition that exists in many children and adults. Studies (Bulmahn & Young, 1982, Kelly & Tomhave, 1985) have indicated that about 10% of all preservice elementary school teachers have mathematics anxiety. The author verified this statistic in a research study conducted by Basta & Unglaub (1994). In fact, with the particular sample used in the 1994 study (79 preservice elementary school teachers) the number of high mathematics anxious rose to 11.4% based on the Mathematics Anxiety Rating Scale (Suinn, 1972).     

GENDER DIFFERENCES IN THE INFLUENCE OF EARLY PERCEIVED PARENTAL SUPPORT ON STUDENT MATHEMATICS AND SCIENCE ACHIEVEMENT AND STEM CAREER ATTAINMENT

The lack of females entering STEM careers is well documented. Reasons for the gender gaps at all stages of the educational pipeline include both internal factors such as self-concept and external factors such as the influence of parents, media, and educators. Using latent growth curve analysis and nationally representative longitudinal survey data, this study compares differences in the relationship between a critical external factor (perceived early parental support), student mathematics and science achievement trajectories, and persistence in STEM career by gender. Mathematics and science trajectories were positively related to STEM career persistence for males and females. Perceived early parental support was related to growth in mathematics achievement for males but not females. There was no relationship between early perceived parental support and growth in science achievement for either males or females. These findings indicate differences in the relationship between parental support, achievement, and career persistence depending on content area and gender.     

Pre-service Mathematics Teachers’ Knowledge of History of Mathematics and Their Attitudes and Beliefs Towards Using History of Mathematics in Mathematics Education

This study examined pre-service mathematics teachers’ knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades 4–8) mathematics teachers from nine universities in Turkey. Data were collected through Knowledge of History of Mathematics Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education Questionnaire. Results indicate that pre-service teachers have moderate knowledge of history of mathematics and positive attitudes and beliefs towards using history of mathematics. Their knowledge scores increase as the year level in teacher education program advanced. Males’ knowledge scores are significantly higher than females’ scores in the first 2 years. This situation reverses in the last 2 years, but it is not statistically significant. Pre-service teachers have more positive attitudes and availing beliefs towards using history of mathematics as they progress in their teacher education program. Females have greater attitudes and beliefs mean scores than males in each of the years. The results indicate that the teacher education program may have enhanced the pre-service teachers’ knowledge of history of mathematics by related courses. However, the moderate knowledge scores indicate that there is a need for revision of these courses. The pre-service teachers’ positive attitudes and beliefs towards using history of mathematics stress the importance of teacher education program in order to prepare them for implementing this alternative strategy in the future.     

Variations on an Expectancy-Value Model of Motivation in Science

Relationships among motivational variables from goal theory and expectancy-value theory were investigated in this correlational study of high school students. Self-report surveys of motivation in science were collected during biology classes from 69 males and 80 females. Outcome measures were effort, persistence, and achievement. Gender differences were noted in the pattern of zero-order correlations. Internal motivation variables were related to achievement in males but not females. Regression analyses indicated that the motivation variables explained large proportions of variance in the outcomes. However, the contribution of individual variables differed by gender. Most notable was perceived ability, which contributed significantly to predicting outcome measures for females but not males. Findings suggest that interventions may need to focus on different motivational aspects depending on gender. Copyright 1999 Academic Press.     

The relationship of reading attitudes to academic aptitude,locus of control,and field independence

The relationship between eight dimensions of reading attitude and measures of academic aptitude, locus of control, and field independence was investigated for sample of 322 inner-city Detroit fifth graders. Verbal academic aptitude correlated significantly with the Expressed Reading Difficulty, Reading Anxiety, Silent vs. Oral Reading, and Reading as Enjoyment reading attitude dimensions, while nonverbal academic aptitude correlated with Expressed Reading Difficulty and Reading Anxiety. The Expressed Reading Difficulty, Reading Anxiety, Reading Group, Reading as Direct Reinforcement, and Reading as Enjoyment dimensions were significantly related to the I+ score; reading attitudes were not related to the I- score. Only the Expressed Reading Difficulty dimension correlated with field independence. The meaning of these relationships was discussed.     

An investigation of mathematics anxiety among sixth through eighth grade students in Turkey

The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 × 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety.     

Associations of student temperament and educational competence with academic achievement: The role of teacher age and teacher and student gender

We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students’ gender and teachers’ gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17 male) from a population-based sample. All temperament and educational competence traits were associated with both grades, but more clearly with Mathematics. Boys received systematically lower Mother Language grades but higher Mathematics grades than girls. Teacher gender had no effect on school grades, while teacher age had an effect only on Mother Language.     

The Change in Mathematics Teachers' Perceptions of Critical Thinking after 15 Years of Educational Reform in Jordan

ABSTRACT. This study investigates how mathematics secondary schools' teachers in \hbox{Jordan} perceive critical thinking and compares teachers' perceptions before and after educational reform. Data were collected from 12 schools twice: in 1988 and in 2004 by interviewing 47 Mathematics teachers. The interview included questions related to teachers' understanding of critical thinking, its role and importance in learning Mathematics, and instructional strategies that could help improve students' critical thinking skills. Results found no improvement in secondary Mathematics teachers' perceptions of critical thinking despite 15 years of educational reform. The majority of Mathematics teachers seemed not to have a clear and adequate understanding of critical thinking. Though most of the teachers claimed they have to teach critical thinking, more than half of them could not suggest any learning situation that could help in fostering critical thinking in Mathematics classes. Also most of the teachers claimed that critical thinking would help students in learning Mathematics; yet less than half were able to give a convincing justification for that. A small percentage of the secondary Mathematics teachers believed they can help all students to foster their critical thinking. It is thus recommended that the concept of critical thinking be transferred from the realm of rhetoric to the field of practice. The paper ends with some recommendations related to the Mathematics teachers training programs in view of the results of this study.     

Gender stereotypes and gendered vocational aspirations among Swiss secondary school students

Background: Horizontal gender inequalities appear to be rather stable, with girls more often choosing ‘female’ service professions, and boys choosing career paths related to science, technology, engineering or Mathematics.

Purpose: Non-egalitarian patriarchal gender-role orientations and gender associations (perceived femininity) of the school subjects German Language Arts and Mathematics are theorised – triangulating different theoretical backgrounds – and empirically analysed as a major predictor of gender-typical vocational aspirations, considering interest in these school subjects as a mediating factor. Furthermore, we focus on a patriarchal relation of father’s and mother’s workforce participation as a root of gender-role orientations, and teacher gender in regard to its impact on gendered images of subjects.

Sample: Empirical analyses are based on survey data from eighth-graders (around the ages of 14 and 15 at the time of data gathering) in the Swiss canton of Bern. The sample only encompasses children from two-parent families, as patriarchality in terms of differences in workforce participation between father and mother is taken into account.

Design and methods: The research issues are analysed employing structural equation models. The statistical package Mplus allows for an analysis of the two dependent dichotomous variables ‘gender-typical vocational aspiration’ and ‘gender-atypical vocational aspiration’. The hierarchic structure of the sample (school class clusters) is taken into account.

Results: Findings reveal different patterns for boys and girls; for boys, gender-typical (male) vocational aspiration could be explained to a small extent via gender-role orientations, interest in Mathematics and gender associations of school subjects; for girls, the factors under consideration could be empirically linked to ‘atypical vocational aspiration’. Teacher gender only has an impact among girls: if girls are taught by a female Mathematics teacher, they perceive the subject as a bit more female and show a higher interest in this subject. Their likelihood of having a gender-atypical vocational aspiration is a bit higher than among girls with a male Mathematics teacher who perceive the subject as a bit less female and, thus, show somewhat lower interest in this subject.

Conclusions: There are still links – although weak – between gender stereotypes and vocational aspirations. Gender-role orientations are rooted in the family. A sensitisation towards gender stereotypes and their impact on aspirations and career would appear to be meaningful in broadening the vocational perspectives of men and women.     

Validity and bias of academic achievement measures in the first year of elementary school

We tested the criterion-related validity and potential bias of two measures of pupils' academic achievement: the Teacher Rating Scale (TRS) and the Mathematics and Literacy Achievement Tests (MLTs). These measures are representative of assessment methods largely used in the elementary school. The aims were: (1) to verify the extent to which TRS and MLTs can be predicted by external criteria collected at kindergarten and (2) to estimate the degree to which each measure might be biased by family, teacher and children's characteristics. A total of 239 children were assessed during kindergarten. At the end of the first grade, they were tested for social-emotional adjustment and academic achievement (TRS and MLTs). Results suggest that family socioeconomic status and children's school readiness at kindergarten were associated with both measures; however, the predictors accounted for significantly more variance in TRS than in MLTs. Regarding the presence of bias, results indicate that TRS seems more sensitive to children's social competence, whereas the MLTs appears to be more sensitive to pupils' anxiety.     

Note on a cross‐cultural test of Gilligan's ethic of care1

One hundred and twenty students from both Brazil and Norway were tested with Skoe's Ethic of Care Interview (ECI), which is a test of Gilligan's hypothesized gender‐related ethic of care. Subjects were also tested with Bem's Sex Role Inventory and Triandis's Test of Cultural Orientations. The ECI was shown to be related neither to gender nor to sex‐role concepts, and lower ECI scores from the Brazilian sample could be related to their higher collectivism scores on Triandis's test. The results suggest that Gilligan's ethic of care, as tested by the ECI, is not gender‐related and may be culture specific.     

Mathematics education in Lebanon: gender differences in attitudes and achievement

The purpose of this study was to investigate gender differences in students’ mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers’ beliefs and their perceptions of their male and female students’ ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of 12 and 16 years, enrolled in grades 7–9 at four private schools in Lebanon. Data were collected using the Attitudes Toward Mathematics (ATM) scale (Aiken in Journal for Research in Mathematics Education, 5, 67–71, 1974), school records, and interviews with teachers. Results showed no significant gender differences in either achievement or attitudes toward mathematics, thus dispelling the common belief that female students in traditional cultures do not perform well in mathematics and dislike the field. A main effect for grade level was found with ninth graders significantly outperforming their younger counterparts. Also, teachers viewed mathematics as a male domain and attributed boys’ success to ability and girls’ success to effort. They also interacted with boys more frequently regardless of the nature of the exchange. Implications for future research and for instructional practice are overviewed.