Biological Gender Differences in Students’ Errors on Mathematics Achievement Tests

Stewart, C. P.; Root, Melissa M.; Koriakin, Taylor A.; Choi, Dowon; Luria, Sarah R.; Bray, Melissa A.; Sassu, Kari A.; Maykel, Cheryl; O'Rourke, P. J.; Courville, Troy

doi:10.1177/0734282916669231

Cited by 13 publications

(9 citation statements)

References 26 publications

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“…This shows the fact that the average statistical thinking ability of students is not influenced by the gender factors of the students themselves. This is consistent with the research fact that gender does not have an influence on students' cognitive improvement both in learning achievement and student motivation in learning [44]- [48].…”

Section: Implementation Phasesupporting

confidence: 92%

A Project-Based Learning into Flipped Classroom for ePUB3 Electronic Mathematics Learning Module (eMLM)-based on Course Design and Implementation

Ramadhani¹,

Fitri²

2020

ujer

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This study aims to develop an electronics mathematics learning module (MLM) using SIGIL software in the form of ePUB3 which can be used to improve the statistical thinking skills of high school students in Medan, North Sumatra, Indonesia. This research is a research and development (R&D) study with an ASSURE design model consisting of 6 stages, including analyzing learners, state objectives; select methods, media and materials; util media and materials; require participant learner; evaluate and revise. At the product validation stage, ePUB3-eMLM can be applied in mathematics learning in the field. The results of the development of ePUB3-eMLM are implemented to three high schools with cluster types: accreditation school A, accreditation school B and accreditation school C. The implementation of ePUB3-ebook mathematics uses a flipped classroom model combined with a project-based learning model in the face-to-phase phase face learning. Based on the results of the development and implementation, it is obtained that ePUB3-eMLM that has been developed is valid and effective in improving the statistical thinking skills of high school students in Medan,

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Section: Implementation Phasesupporting

confidence: 92%

A Project-Based Learning into Flipped Classroom for ePUB3 Electronic Mathematics Learning Module (eMLM)-based on Course Design and Implementation

Ramadhani¹,

Fitri²

2020

ujer

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“…According to the 2019 Nation’s Report Card, there was only a small three-point difference between male and female students in fourth grade (NCES, 2020), although McCormick and O’Connor (2015) found girls with more conflictual STR exhibited lower math achievement compared to boys with similar levels of conflictual relationships. Stewart et al (2017) also found statistically significant gender differences for math problems that required multiple steps to solve, with males outperforming females.…”

Section: Importance Of Math Achievement In Early Gradesmentioning

confidence: 87%

The association between student socioeconomic status and student–teacher relationships on math achievement.

Olsen¹,

Huang²

2021

School Psychology

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The importance of math achievement in the early grades has been well documented. Two variables that have independently been found to be strong predictors of math achievement are student–teacher relationships (STR) and socioeconomic status (SES). The present study investigates the interaction between STR and SES on student math achievement using the Early Childhood Longitudinal Study, a nationally representative data set. The participants included approximately 8,380 first-grade students, 2,930 teachers, and 860 schools, representing a weighted sample of approximately 3.15 million students or 90% of the population. Multilevel modeling, controlling for student-, teacher-, and school-level factors, found that both STR and SES had a strong relationship with student math achievement. There was also a statistically significant moderation effect between close STR and SES on math achievement, suggesting that close STR are beneficial for all students, but are especially beneficial for students from low SES backgrounds. Further, educational implications for research, policy, and practice are provided.

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“…Following this train of thought, gender differences in mathematical and science Olympiads should be similar to gender differences found in the group of top performing students in mathematics and science education. For the top science performers, strikingly low female rates were reported among 12‐ to 19‐year‐old students in the United States and several other countries (Dimitrov, ; Fan, Chen, & Matsumoto, ; OECD, ; Reilly et al, ; Stewart et al, ). In Finland and Latvia on the other hand, no significant gender differences were found in science achievement among 15‐year‐old students in the 90th percentile group (OECD, ).…”

Section: Discussionmentioning

confidence: 99%

Gender differences in mathematics and science competitions: A systematic review

et al. 2019

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Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out‐of‐school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self‐concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.

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Biological Gender Differences in Students’ Errors on Mathematics Achievement Tests

Cited by 13 publications

References 26 publications

A Project-Based Learning into Flipped Classroom for ePUB3 Electronic Mathematics Learning Module (eMLM)-based on Course Design and Implementation

A Project-Based Learning into Flipped Classroom for ePUB3 Electronic Mathematics Learning Module (eMLM)-based on Course Design and Implementation

The association between student socioeconomic status and student–teacher relationships on math achievement.

Gender differences in mathematics and science competitions: A systematic review

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