Sex Differences in First-Year Algebra

Swafford, Jane O.

doi:10.2307/748624

Cited by 14 publications

(16 citation statements)

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“…The results on the Ninth Year Mathematics examination are consistent with the results reported by Swafford (1980). In a study of students enrolled in a traditional first-year algebra course, she found no significant sex differences on a standardized algebra test.…”

Section: Discussionsupporting

confidence: 90%

Sex Differences on New York State Regents Examinations: Support for the Differential Course-Taking Hypothesis

Smith¹,

Walker²

1988

Journal for Research in Mathematics Education

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Section: Discussionsupporting

confidence: 90%

Sex Differences on New York State Regents Examinations: Support for the Differential Course-Taking Hypothesis

Smith¹,

Walker²

1988

Journal for Research in Mathematics Education

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“…Significantly more males than females chose to continue their mathematics coursework, especially those from the lower half of the achievement distribution; females did not see mathematics as a male domain; and when controlling for cognitive variables and intent to continue in mathematics coursework, very few sex differences were found with regards to attitudes toward mathematics. This latter finding was replicated by Fennema (1974, Fennema andSherman (1977, 1978), and Swafford (1980).…”

Section: Demographics and Mathematics Achievementsupporting

confidence: 73%

“…Although past studies have consistently shown an advantage by males in mathematics achievement, the differences have been insignificant (Fennema & Sherman, 1976;Friedman, 1989;Swafford, 1980).…”

Section: Demographic Measures As Possible Correlates Of Aptitude Achmentioning

confidence: 69%

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Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks

Butler

2009

Preprint

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The purpose of this study was to describe students' attempts to solve nonroutine math problems and to explore possible correlates of their performance. The focus of this study was on inattended (i.e., intentionally avoided) dimensions that have been underrepresented in the literature, including attitudes, interests, values, aesthetics, metacognition, and representation. Both objective and subjective datadrawn from 13 separate sources-using quantitative and qualitative procedures, were analyzed. Fine-grained rubrics were developed and used to score student work on six nonroutine math problems. These objective data were complemented with students' written "logs" of their work in real time, followed by semi-structured debriefing interviews after they had finished. Structured scales were used to document students' math-related attitudes, career interests, and work-values, along with essays describing their long-term experience with math, in and out of school. Data was gathered on students' math-aesthetics, including the features of "attractive" problems and their individual preferences for the different modes of instructional explanation. School records provided students' demographic data and their scores on generic measures of aptitude and achievement. Students' age, art discipline, attendance, sending school district, socioeconomic status (SES), and ethnicity were not found to be correlates for either students' aptitude/achievement/experience measures or problem-solving ability. Girls significantly outperformed boys on ability/achievement/experience measures, but not on problem-solving measures. Individualized Education Plan (IEP) status was found to be a strong correlate of both aptitude/achievement/experience and problemsolving measures, with students without IEPs consistently scoring higher on all significant measures than students with IEPs. Overall, most math-related attitude variables had little effect on both aptitude/achievement/experience and problemsolving measures. However, there was strong evidence of students' math-aesthetics in problem solving. Specifically, students appreciating more than one type of solution scored consistently higher in problem-solving measures and frequency of use of higher-order internal representations. A close relationship between metacognition, aesthetics, and representation was found, as well as a strong link between mathematics and language usage. The discovery of students' use of higher-order internal representation during post-task video-taped interviews, undetected by paper-andpencil assessments, supported a conclusion that studies of problem-solving ability cannot be purely quantitative in method but must contain a qualitative component. ACKNOWLEDGEMENTS

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“…Differences favoring males generally occur during the high school years (Carpenter, Lindquist, Mathews, & Silver, 1983;L. Jones, Burton, & Davenport, 1984;Ramist & Arbeiter, 1986;Swafford, 1980). Pallas and Alexander (1983) and Wise, Steel, and MacDonald (1979) have suggested that differential course enrollment in mathematics explains these variations.…”

Section: Quantitative Abilitiesmentioning

confidence: 95%

Chapter 7: The Issue of Gender in Elementary and Secondary Education

Sadker

Klein

1991

Review of Research in Education

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During colonial times in New England, schools were for male students only; yet 50 years after the American Revolution coeducation had become the norm in public elementary education. This change emerged gradually and with little public discussion. In rural communities most parents did not think it worth the prohibitive cost to educate boys and girls separately, and the one-room, coeducational school district was typical, viewed as a natural extension of male and female participation in the family and church (Hansot & Tyack, 1988).In contrast to the rural one-room school, the high schools of the nation's urban areas were larger, more bureaucratic, and structurally further removed from the model of the family. In these schools, coeducation generated more controversy; parents and educators worried not only about the sexual involvement from such close contact during adolescence, but also about the need to prepare boys and girls for their different roles in the largely segregated world of work. In response to such concerns, the curriculum was consciously designed to meet the "different needs" of female and male students. For example, girls were required to take courses in homemaking to prepare them for their designated roles as wives Myra Sadker and David Sadker thank Elise Lindemuth and Jackie Sadker for their research assistance. Susan Klein, author of the administration section, thanks the following colleagues for supplying information: Women arrived in 1619 (a curious choice if meant to be their first acquaintance with the new world). They held the Seneca Falls Convention on Women's Rights in 1848.During the rest of the 19th century, they participated in reform movements, chiefly temperance, and were exploited in factories. In 1923 they were given the vote. They joined the armed forces for the first time during the Second World War and thereafter have enjoyed the good life in America. (Trecker, p. 252)Trecker found that one text, in its discussion of the frontier period, allocated five pages to the six-shooter and scarcely five lines to the frontier woman. In another two-volume text, there were only two sentences allocated to the women's suffrage movement, one sentence in each volume.at UNIV OF MICHIGAN on June 13, 2015 http://rre.aera.net Downloaded from Educational materials teach far more than information and a way of learning. In subtleoften unconscious-ways, the tone and development of the content and illustrations foster in a learner positive or negative attitudes about self, race, religion, regions, sex, ethnic and social class groups, occupations, life expectations, and life chances. Inadvertent bias, as often the result of omission as commission, can influence the impact of educational programs.

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Sex Differences in First-Year Algebra

Cited by 14 publications

References 0 publications

Sex Differences on New York State Regents Examinations: Support for the Differential Course-Taking Hypothesis

Sex Differences on New York State Regents Examinations: Support for the Differential Course-Taking Hypothesis

Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks

Chapter 7: The Issue of Gender in Elementary and Secondary Education

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