Literaturnachweis - Detailanzeige
| Autor/inn/en | Fennema, Elizabeth; Sherman, Julia |
|---|---|
| Titel | Sex-Related Differences in Mathematics Learning: Myths, Realities and Related Factors. |
| Quelle | (1976), (24 Seiten) |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Achievement; Attitudes; Elementary Secondary Education; Learning; Mathematics Education; Research Reviews (Publications); Sex (Characteristics); Sex Differences; Student Characteristics |
| Abstract | Research concerned with differences in mathematical achievement of males and females is discussed in this document. Variables hypothesized to be related to achievement of women in general and to mathematics learning and studying in particular are considered: verbal ability; spatial visualization ability; confidence in learning mathematics; mathematics as a male domain; attitude toward success in mathematics; perceived attitudes of mother, father, and teachers toward one as a learner of mathematics; usefulness of mathematics; and effectance motivation in mathematics. Four conclusions are drawn: (1) sex-related differences in mathematics achievement are not universal, (2) many fewer females than males study mathematics in eleventh and twelfth grades, (3) the relationship between cognitive factors and differential learning learning of mathematics by the sexes is unclear, and (4) differential mathematics studying and mathematics achievement by the sexes is at least partially caused by socio-cultural factors mediated through sex-role expectations. (DT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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