Chapter 3 Learning style factors and mathematics performance: Sex-related differences

Bohlin, Carol Fry

doi:10.1016/s0883-0355(06)80027-3

Cited by 12 publications

(6 citation statements)

References 20 publications

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“…Moreover, the results showed that the value of the arithmetic mean AM of the student's abilities becomes clear that their abilities are higher than the test level. This question's results agree with the result of the study (Abedalaziz, 2010;Bohlin, 1994) and are not in agreement with the study's result (Stone, 1992).…”

Section: Discussioncontrasting

confidence: 80%

Development and Validation of the Mathematics Test for Tenth Grade Jordanian Students, According to the Partial Credit Model

Hani¹

2021

TURCOMAT

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The study aimed at developing and validating the mathematics test for 10th –grade students according to the Rasch partial credit model (PCM) by using the descriptive approach as it is appropriate for the study aims. To achieve the study's objective, what constructed the essay type test consisted of 25 items based on the (IRT) according to the Rasch PCM. what conducted the first administration of the test to verify the validity and reliability of the test. To verify the "face validity" of the test's objectives, they were presented to a group of 12 arbitrators who work as teachers and educational supervisors. They found that the contents are representative of the level of the goal, which is pursuing in theory. The empirical reliability was calculated for the test, where the value of person reliability reached 0.91. Moreover, the items reached 0.93. The study population consisted of all 10th-grade students at the schools belonging to the “Directorate of Education of Irbid District,” whose numbers were 7365, represented by 3612 male students, and 3753 female students. According to the class regarding their sex (gender), a sample according to a cluster as the test unit was the class section. The sample size of the study was 250 male and female students. According to the PCM, this study's findings have brought several issues concerning the mathematics subject achievement by verifying the tests and reliability and accomplishing the IRT's suppositions.

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Section: Discussioncontrasting

confidence: 80%

Development and Validation of the Mathematics Test for Tenth Grade Jordanian Students, According to the Partial Credit Model

Hani¹

2021

TURCOMAT

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“…• Several studies in the past years have confirmed the typical differences between men and women -better performance by men on mathematical reasoning (8,9), mental rotation (10**, 1 I, 12"), perception of the horizontal (10**, 13), and targetting accuracy (14**). Women were confirmed to have larger colour vocabularies (15), better verbal memory (16), and better performance on a test of finger dexterity (14**) A significant departure from the expected findings on sex dif-Icrences has been the discovery that women excel also on a test of location memory for objects (17).…”

Section: Sex Differences In Cognitive Strengthsmentioning

confidence: 88%

Sex, sexual orientation and sex hormones influence human cognitive function

Kimura

1997

Biomedical Reviews

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Superior performance by women on a task requiring object location memory has challenged the traditional view that men excel on all spatial tasks. Sexual orientation is also associated with variation in cognitive ability pattern, but such association appears to be more consistent for a real-world ten-getting task than for paper-and-pencil spatial tests. Finally, there is increasing evidence that early exposure to sex hormones has lasting effects on problem-solving behaviour; moreover, current fluctuations in sex hormones in both men and women are associated with changes in cognitive pattern.

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“…Quanto às autopercepções sobre a capacidade de cursar matemática, as estudantes do gênero feminino, independentemente do nível de ensino, consideraram com maior frequência que em algum momento de sua trajetória não acreditaram que seriam capazes de cursar a graduação em matemática. Resultados semelhantes foram identificados em pesquisas realizadas com estudantes na Inglaterra (Mendick et al, 2008) e nos Estados Unidos (Bohlin, 1994).…”

Section: A Percepção De Barreiras E Suportes Na Carreira Acadêmica Em...unclassified

Barreiras E Suportes Na Carreira Acadêmica Em Matemática: Uma Questão De Gênero?

Oliveira,

Cavalari

2023

Cad. Pesqui.

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Resumo Este trabalho objetivou identificar fatores que graduandos e pós-graduandos percebem como barreiras ou suportes na carreira acadêmica em matemática e analisar suas relações com o gênero dos estudantes. Para a coleta de dados foram utilizados questionários e entrevistas com acadêmicos de duas instituições brasileiras. Os dados foram analisados com base em âmbitos citados na literatura, a saber: interno/individual; social; parental/familiar; institucional/escolar; ambiental; e financeiro. Os estudantes citaram percepções de mais suportes que barreiras ao longo das trajetórias, e entende- -se que as barreiras podem afetar principalmente as estudantes. Foram identificadas inter-relações entre os âmbitos investigados e a forte influência de fatores sociais em todos eles.

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Chapter 3 Learning style factors and mathematics performance: Sex-related differences

Cited by 12 publications

References 20 publications

Development and Validation of the Mathematics Test for Tenth Grade Jordanian Students, According to the Partial Credit Model

Development and Validation of the Mathematics Test for Tenth Grade Jordanian Students, According to the Partial Credit Model

Sex, sexual orientation and sex hormones influence human cognitive function

Barreiras E Suportes Na Carreira Acadêmica Em Matemática: Uma Questão De Gênero?

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