scholarly journals The Science of Sex Differences in Science and Mathematics

2007 ◽  
Vol 8 (1) ◽  
pp. 1-51 ◽  
Author(s):  
Diane F. Halpern ◽  
Camilla P. Benbow ◽  
David C. Geary ◽  
Ruben C. Gur ◽  
Janet Shibley Hyde ◽  
...  
Keyword(s):  
Sex Differences ◽  
Cognitive Abilities ◽  
Cultural Context ◽  
Science Achievement ◽  
Cultural Practices ◽  
Scientific Evidence ◽  
Wide Range ◽  
Math And Science ◽  
And Mathematics ◽  
Mathematics And Science

Amid ongoing public speculation about the reasons for sex differences in careers in science and mathematics, we present a consensus statement that is based on the best available scientific evidence. Sex differences in science and math achievement and ability are smaller for the mid-range of the abilities distribution than they are for those with the highest levels of achievement and ability. Males are more variable on most measures of quantitative and visuospatial ability, which necessarily results in more males at both high- and low-ability extremes; the reasons why males are often more variable remain elusive. Successful careers in math and science require many types of cognitive abilities. Females tend to excel in verbal abilities, with large differences between females and males found when assessments include writing samples. High-level achievement in science and math requires the ability to communicate effectively and comprehend abstract ideas, so the female advantage in writing should be helpful in all academic domains. Males outperform females on most measures of visuospatial abilities, which have been implicated as contributing to sex differences on standardized exams in mathematics and science. An evolutionary account of sex differences in mathematics and science supports the conclusion that, although sex differences in math and science performance have not directly evolved, they could be indirectly related to differences in interests and specific brain and cognitive systems. We review the brain basis for sex differences in science and mathematics, describe consistent effects, and identify numerous possible correlates. Experience alters brain structures and functioning, so causal statements about brain differences and success in math and science are circular. A wide range of sociocultural forces contribute to sex differences in mathematics and science achievement and ability—including the effects of family, neighborhood, peer, and school influences; training and experience; and cultural practices. We conclude that early experience, biological factors, educational policy, and cultural context affect the number of women and men who pursue advanced study in science and math and that these effects add and interact in complex ways. There are no single or simple answers to the complex questions about sex differences in science and mathematics.

scholarly journals Similarity of TIMSS Math and Science Achievement of Nations

2001 ◽  
Vol 9 ◽  
pp. 33 ◽  
Author(s):  
Algirdas Zabulionis
Keyword(s):  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Massive Data ◽  
Science Study ◽  
Data Set ◽  
Test Items ◽  
Massive Data Set ◽  
Math And Science ◽  
Mathematics And Science

In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

scholarly journals Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science

2019 ◽  
Vol 4 (3) ◽  
pp. 296-314 ◽  
Author(s):  
Hannah R. Wilkinson ◽  
◽  
Claire Smid ◽  
Su Morris ◽  
Emily K. Farran ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Inhibitory Control ◽  
Science Achievement ◽  
Science Content ◽  
Cross Sectional ◽  
Achievement Data ◽  
Domain Specific ◽  
And Mathematics ◽  
Counterintuitive Concepts ◽  
Mathematics And Science

AbstractEvidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp2 = .067) and STP (p < .01, ηp2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.

scholarly journals The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education

2018 ◽  
Vol 29 (4) ◽  
pp. 581-593 ◽  
Author(s):  
Gijsbert Stoet ◽  
David C. Geary
Keyword(s):  
Sex Differences ◽  
Gender Equality ◽  
Science Achievement ◽  
Life Quality ◽  
Women In Science ◽  
College Level ◽  
Social Scientists ◽  
Science Technology ◽  
And Mathematics ◽  
Better Than

The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls’ and women’s engagement with STEM subjects.

scholarly journals Translating Research to Practice on Individual and Collective Mathematics and Science Identity Formation: Pedagogical Recommendations for Teachers

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Rebecca Hite ◽  
Mona Tauber
Keyword(s):  
Identity Formation ◽  
Collective Identity ◽  
Science Identity ◽  
Legitimate Peripheral Participation ◽  
Pedagogical Strategies ◽  
Math And Science ◽  
Classroom Structures ◽  
And Mathematics ◽  
K 12 ◽  
Mathematics And Science

Recruiting students to science and mathematics fields continues to be a nationwide issue, resulting in a dearth of individuals to fill present and future science and math careers. Novel interventions, especially in the K-12 space, call for a move from content acquisition to formation of individuals’ identity to foster involve science and math interest and persistence. Identity research has evidenced results, yet greater communication is needed between the research and practitioner communities to realize the potential of cultivating collective STEM identifies in the classroom. In this paper, we bridge these spaces by describing the potential affordances beyond individual identity formation to that of collective (classroom level) identity formation for K-12 teachers to consider for their math and science students, respectively. Specifically exploring how traditional K-12 classroom structures may reinforce stereotypes hindering collective mathematics and science identity formation, whereas reform-oriented classroom structures (that employ legitimate peripheral participation within a community of practice) enable them. Last, to aid practitioners who wish to engage in reform efforts, we recommend pedagogical interventions to promote opportunities for students to collectively co-construct skills specific to mathematics and science communities as a strategy to foster collective mathematics and science identities. Collective identity formation can provide K-12 classroom teachers pedagogical strategies for additional opportunities or enhanced and experiences for students to co-construct and reinforce individual identities in math and science.

Profiles of State-Supported Residential Math and Science Schools

2009 ◽  
Vol 20 (3) ◽  
pp. 472-501 ◽  
Author(s):  
Brent M. Jones
Keyword(s):  
South Carolina ◽  
Early College ◽  
College Entrance ◽  
The North ◽  
Talent Search ◽  
Wide Range ◽  
Math And Science ◽  
North Carolina School ◽  
Science School ◽  
And Mathematics

Unless we sharply increase the training of homegrown math and science talents, we may suffer negative economic and technological consequences. One means of addressing this challenge has been through specialty schools devoted to science, technology, engineering, and mathematics (STEM) training. In 1980, the North Carolina School of Science and Mathematics pioneered a successful program for high-achieving youth: the state-supported residential math and science school. Almost 30 years later, 15 similar schools have been created, including residential schools in Maine, Illinois, Louisiana, Mississippi, Indiana, Kentucky, Tennessee, South Carolina, Alabama, and Arkansas; and early college entrance academies in Texas, Missouri, and Georgia. Students are appropriately supervised and actively participate in athletics and a wide range of clubs and organizations. Admission is necessarily selective as students negotiate a challenging curriculum of advanced biology, chemistry, physics, and mathematics, as well as humanities and electives. Laboratory mentors guide students in research, results of which may be published or presented at colloquia. A select few projects are entered into the Intel Science Talent Search, Siemens-Westinghouse Science and Technology competitions, or other competitive programs. Performances are encouraging. Students pursue learning at an accelerated pace, saving considerable time and expenses. Graduates enroll in college, many at selective institutions, ensuring a boost in the number and quality of domestic mathematicians, scientists, and engineers.

scholarly journals The Effects of Student’s Attitudes and Self-Efficacy on Science Achievement

2020 ◽  
Vol 9 (1) ◽  
pp. 1-10
Author(s):  
Adiyo Roebianto
Keyword(s):  
Path Analysis ◽  
Self Efficacy ◽  
Science Achievement ◽  
Direct Role ◽  
Science Technology ◽  
And Mathematics ◽  
Student's Attitudes ◽  
Student’S Attitude ◽  
Mathematics And Science ◽  
Science Subject

AbstractOne of the critical subjects in school that needs to be assessed is a science subject. Without a science subject, students cannot observe and understand a phenomenon on earth. However, results from an international study such as Trends International in Mathematics and Science (TIMSS), students in Indonesia performed poorly compared to students from another country. Furthermore, science is one of the essential education for children as it included in the STEM Education (Science, Technology, Engineering and Mathematics). From some empirical evidence, student’s attitude and self-efficacy (beliefs about their ability and skill) were found to be dominant predictors of student’s achievement, not excluded, science achievement. However, most of the research analyses the data under conventional regression analysis. Instead of under the structural modelling, and so the results can be considered carefully. This research will analyze a science achievement of Indonesian cohort, and the predictors would be self-efficacy, student’s attitudes toward science, school and teaching. Five hundred seventy-six data of students would be examined path analysis to answer the research questions. The results were found that both student’s attitude and self-efficacy had a significant direct role in determining student achievement in science. To be specific, attitude towards science had the most significant impact on science achievement, over self-efficacy. However, interestingly, the pattern of the effect from those predictors was different toward Science achievement. The practical aspects of the results of this study will be discussed in the discussion section.AbstrakSalah satu mata pelajaran penting di sekolah yang perlu dinilai adalah mata pelajaran sains.  Tanpa mata pelajaran sains, siswa tidak dapat mengamati dan memahami fenomena di bumi.  Namun, hasil dari studi internasional seperti Trends International in Mathematics and Science (TIMSS), prestasi sains siswa di Indonesia lebih rendah dibandingkan dengan siswa dari negara lain.  Selanjutnya, sains adalah salah satu Pendidikan yang penting untuk anak-anak karena termasuk dalam Pendidikan STEM (Science, Technology, Engineering and Mathematics). Dari beberapa penelitian, sikap dan efikasi diri siswa (kepercayaan tentang kemampuan dan keterampilan mereka) ditemukan sebagai prediktor yang dominan terhadap prestasi siswa, tidak terkecuali, prestasi sains.  Namun, sebagian besar penelitian menganalisis data dengan analisis regresi konvensional.  Jika analisis dilakukan dengan model persamaan struktural, maka hasilnya dapat dipertimbangkan dengan hati-hati.  Penelitian ini akan menganalisis prestasi sains dari siswa Indonesia, dan prediktornya adalah efikasi diri, sikap siswa terhadap sains, sekolah, dan guru.  Lima ratus tujuh puluh enam data siswa akan dianalisis dengan analisis jalur (path analysis) untuk menjawab pertanyaan penelitian.  Hasilnya ditemukan bahwa sikap dan efikasi diri siswa memiliki peranan langsung yang signifikan dalam menentukan prestasi siswa dalam mata pelajaran sains. Secara lebih spesifik, sikap terhadap sains memiliki dampak paling signifikan terhadap pencapaian prestasi sains, pengaruh ini lebih besar dibandingkan pengaruh dari efikasi diri.  Namun, yang menarik adalah pola pengaruh dari tiap prediktor tersebut berbeda – beda dampaknya terhadap prestasi sains. Aspek praktis dari hasil penelitian ini akan dibahas pada bagian diskusi.

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