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  • 1
    Electronic Resource
    Electronic Resource
    Mathematics achievement and gender: A longitudinal study of selected cognitive and affective variables [grades 6–12] (1995)
    Springer
    Educational studies in mathematics 28 (1995), S. 199-217 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract This study examined the relationship of selected cognitive and affective variables to mathematics achievement for a random sample of 60 students as they progressed through 6th, 8th,10th and 12th grades. A consistent gender difference was found for stereotyping mathematics as a male domain. No consistent significant gender difference between means was found for spatial skills, verbal skill or mathematics achievement. Confidence, verbal skill and spatial visualization were each consistently positively correlated with mathematics achievement for both males and females. No gender difference was found for these correlations. However, spatial skills alone were found to be consistent significant predictors of mathematics achievement for females each year of the study, but not for males. Verbal skill was a consistent significant predictor of mathematics achievement for males, but not for females. The results of this study could lead to a reevaluation of the hypothesis that spatial skills help boys achieve in mathematics.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01274173
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  • 2
    Electronic Resource
    Electronic Resource
    Introduction (1985)
    Springer
    Educational studies in mathematics 16 (1985), S. 303-304 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00776736
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  • 3
    Electronic Resource
    Electronic Resource
    Autonomous learning behavior: A possible explanation of sex-related differences in mathematics (1985)
    Springer
    Educational studies in mathematics 16 (1985), S. 309-311 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00776738
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  • 4
    Electronic Resource
    Electronic Resource
    Women and girls in mathematics—Equity in mathematics education (1979)
    Springer
    Educational studies in mathematics 10 (1979), S. 389-401 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Conclusions What then can be said that is known about sex-related differences in mathematics and factors related to such differences? Certainly, when both females and males study the same amount of mathematics, differences in learning mathematics are minimal and perhaps decreasing. Many fewer females elect to study mathematics and therein lies the problem. Variables which appear to contribute to this non-election are females' lesser confidence in their ability to learn mathematics and their belief that mathematics is not useful to them. In addition, differential teacher treatment of males and females is important. All variables appear to be directly related to the stereotyping of mathematics as a male domain. There is nothing inherent (Sherman [30]) which keeps females from learning mathematics at the same level as do males. Intervention programs can and must be designed and implemented within schools which will increase females' participation in mathematics. Such programs should include male students, female students and their teachers. Only when such intervention programs become effective can true equity in mathematics education be accomplished.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00417086
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  • 5
    Electronic Resource
    Electronic Resource
    Teachers' attributions and beliefs about girls, boys, and mathematics (1990)
    Springer
    Educational studies in mathematics 21 (1990), S. 55-69 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract Thirty-eight first grade teachers were asked to identify their two most and least successful girls and boys in mathematics, to attribute causation of these students' successes and failures, and to describe their characteristics. Teachers' choices of most and least successful students were compared to mathematics test scores of their students. Teachers were most inaccurate when selecting most successful boys. Teachers tended to attribute causation of boys' successes and failures to ability and girls' successes and failures to effort. Teachers thought their best boy students when compared to their best girl students, were more competitive, more logical, more adventurous, volunteered answers more often to mathematics problems, enjoyed math more, and were more independent in mathematics.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00311015
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