Sex differences in mathematical reasoning ability: more facts

Science ◽  
1983 ◽  
Vol 222 (4627) ◽  
pp. 1029-1031 ◽  
Author(s):  
C. Benbow ◽  
J. Stanley
Keyword(s):  
Sex Differences ◽  
Mathematical Reasoning ◽  
Reasoning Ability

Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes

1988 ◽  
Vol 11 (2) ◽  
pp. 169-183 ◽  
Author(s):  
Camilla Persson Benbow
Keyword(s):  
Sex Differences ◽  
Sex Difference ◽  
Mathematical Reasoning ◽  
Practical Importance ◽  
Verbal Ability ◽  
Perceived Usefulness ◽  
Reasoning Ability ◽  
Left Handedness ◽  
The Difference ◽  
Talented Students

AbstractSeveral hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and they are observed in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors.

scholarly journals Sex Differences in Mathematical Reasoning Ability at Age 13: Their Status 20 Years Later

2000 ◽  
Vol 11 (6) ◽  
pp. 474-480 ◽  
Author(s):  
Camilla Persson Benbow ◽  
David Lubinski ◽  
Daniel L. Shea ◽  
Hossain Eftekhari-Sanjani
Keyword(s):  
Sex Differences ◽  
Degree Attainment ◽  
Mathematical Reasoning ◽  
Policy Implications ◽  
Reasoning Ability ◽  
Occupational Outcomes ◽  
Mathematically Gifted ◽  
Gifted Adolescents ◽  
Career Direction

Reported is the 20-year follow-up of 1,975 mathematically gifted adolescents (top 1%) whose assessments at age 12 to 14 revealed robust gender differences in mathematical reasoning ability. Both sexes became exceptional achievers and perceived themselves as such; they reported uniformly high levels of degree attainment and satisfaction with both their career direction and their overall success. The earlier sex differences in mathematical reasoning ability did predict differential educational and occupational outcomes. The observed differences also appeared to be a function of sex differences in preferences for (a) inorganic versus organic disciplines and (b) a career-focused versus more-balanced life. Because profile differences in abilities and preferences are longitudinally stable, males probably will remain more represented in some disciplines, whereas females are likely to remain more represented in others. These data have policy implications for higher education and the world of work.

Genetic influences on sex differences in outstanding mathematical reasoning ability

1996 ◽  
Vol 19 (2) ◽  
pp. 266-267
Author(s):  
Ada H. Zohar
Keyword(s):  
Sex Differences ◽  
Spatial Ability ◽  
Cognitive Abilities ◽  
Genetic Factors ◽  
Mathematical Reasoning ◽  
Genetic Influences ◽  
Reasoning Ability ◽  
Partial Explanation ◽  
Selection For ◽  
The Difference

AbstractSexual selection provides an adequate partial explanation for the difference in means between the distributions, but fails to explain the difference in variance, that is, the overrepresentation of both boys with outstanding mathematical reasoning ability (OMRA) and boys with mental retardation. Other genetic factors are probably at work. While spatial ability is correlated with OMRA, so are other cognitive abilities. OMRA is not reducible to spatial ability; hence selection for navigational skill is unlikely to be the only mechanism by which males have gained an advantage in OMRA.

Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Hanifah Nurus Sopiany
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Good Reason ◽  
School Level ◽  
Real Analysis ◽  
Reasoning Ability ◽  
School Students ◽  
Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis  vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya.   Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

scholarly journals Motivasi dan Kemampuan Penalaran Matematis Siswa dengan Pembelajaran Kooperatif Tipe Pair Check Disertai Reward Pada Materi Fungsi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rivdya Eliza ◽  
Khadijah Khadijah ◽  
Utari Wulandari
Keyword(s):  
Cooperative Learning ◽  
Student Motivation ◽  
Test Score ◽  
Mathematical Reasoning ◽  
Hypothesis Test ◽  
Learning Model ◽  
Control Group ◽  
Reasoning Ability ◽  
Model Type ◽  
Class Test

The purpose of this study is 1) To know the motivation to learn mathematics of taught by using cooperative learning model type Pair Check with reward higher than student motivation taught by convensional learning,and 2) To know the mathematical reasoning ability which was taught by using cooperative learning model type Pair Check with reward on material function is higher than students mathematical reasoning ability taught by convensional learning. This type of research is Quasi Experimental Research with Randomized Control Group Only Design. The population in this study is all eighth grade student of SMPN 19 Padang. In obtaining the sample class it is need to be done normality, homogeneity and equality of classroom average tests the class selected as the experimental class is VIII.5 class and the control class is VIII.3. The result of the research shows that 1) learning motivation of students which was taught by using cooperative learning Pair Check model with Reward is higher than student’s motivation taught by convensional learning. Hypothesis test that is t-score (7.034) > t-table (1.67), 2) students' mathematical reasoning ability after being taught by cooperative model type Pair Check with reward is higher than the students' mathematical reasoning abilities taught by conventional learning models. Seen from the average score of the experimental class test score of 80.16 and the average of the control class test score of 74.13. After hypothesis testing using t-test, obtained tscore > t-table (1.867 > 1.67) at 95%. So it can be student mathematical reasoning ability of class VIII SMPN 19 Padang which is taught by cooperative learning model type Pair Check with reward is higher than taught by using conventional learning.Keywords: Mathematic Reasoning Ability And Student Motivation, Model Cooperative Type Pair Check, Reward Fungsi, And Mathematic

scholarly journals Pengaruh Model Pembelajaran Accelerated Learning Terhadap Kemampuan Penalaran Matematis Siswa Ditinjau Dari Self Regulated Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Nira Nawastiti ◽  
Suyono Suyono ◽  
Wardini Rahayu
Keyword(s):  
Mathematical Reasoning ◽  
Control Design ◽  
Learning Model ◽  
Accelerated Learning ◽  
Reasoning Ability ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Year ◽  
Better Than ◽  
Quasi Experiment

This study aims to see the effect of accelerated learning model of learning on the ability of mathematical reasoning in terms of self-regulated learning. This research was conducted at SMK Negeri Bekasi Regency in the academic year 2016-2017. The design of this research is Posttest-Only Control Design. The research method used is quasi experiment (quasi experiment). The reasonably affordable population of this study were four classes (two classes in two different schools, two classes at SMK Negeri 1 Tambun Selatan, which were treated with accelerated learning model and two classes at SMK Negeri 1 Tambun Utara were treated by conventional learning model) of the normal distribution, have the same or homogeneous variance, and have the same equality. The results of this study are (1) The mathematical reasoning ability of students who were treated with accelerated learning model is better than who where treated with the mathematical reasoning ability of students who were treated with conventional learning model , (2) there is interaction between learning model with self regulated learning to the ability of mathematical reasoning, (3) students' mathematical reasoning ability given treatment with accelerated learning model is better than who where treated with mathematical reasoning ability of students who are treated with learning model (4) The mathematical reasoning ability of students treated with conventional learning model is not better than who where treated with the mathematical reasoning ability of students who are treated with accelerated learning learning model.

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