| 基于初中数学学业成绩的男性更大变异假设研究 |
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| 引用本文： | 郝连明,綦春霞.基于初中数学学业成绩的男性更大变异假设研究[J].数学教育学报,2016(6):38-41. |
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| 作者姓名： | 郝连明 綦春霞 |
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| 作者单位： | 1. 北京师范大学 教育学部，北京 100875; 吉林师范大学 数学学院，吉林 四平 136000;2. 北京师范大学 教育学部,北京,100875 |
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| 基金项目： | 北京师范大学未来教育高精尖创新中心项目--中学数学学科诊断分析工具开发与应用研究(BJAICFE2016SR-008) |
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| 摘 要： | 数学学业成绩的性别差异问题一直是数学教育研究者们关注的重点内容。对中国东中西部地区学生连续两年学业成绩的研究分析发现：女生学业成绩整体表现好于男生，成绩之间具有显著性差异；男女生总体成绩和各维度成绩的方差比普遍大于1，整体上支持了男性更大变异假设；低学业水平学生中男生比例明显大于女生。造成男女性别差异有多重原因，需要进一步的理论分析和实证研究。
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| 关 键 词： | 男性更大变异假设 学业成绩 方差比 八年级数学 性别 |
Study of the Greater Male Variability Hypothesis in Regional Quality Testing Project of Mathematics Achievement in Mainland |
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| Abstract: | This study focused on the greater male variability hypothesis of Mathematics Achievement in mainland of China. 250000 eight-grade students participated in this Mathematical Achievement assessment. Results using the boy/girl variance ratio (VR) generally supported the hypothesis that boys have greater variability than girls in Mathematical Achievement performance. However, results using the boy/girl ratios from different regions of the Mathematical Achievement score distribution revealed different conclusions. Differences exist between boys and girls in the central region and the lower extremes. This article also discussed implications of the findings theoretically and practically. |
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| Keywords: | the greater male variability hypothesis mathematics achievement variance ratio eight-grade students gender |
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