Achievement and Participation of Women in Mathematics: Results of Two National Surveys

1981 ◽  
Vol 12 (5) ◽  
pp. 356-372 ◽  
Author(s):  
Jane M. Armstrong
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Mathematics Assessment ◽  
National Assessment ◽  
National Surveys ◽  
Participation Of Women ◽  
High School Males ◽  
Women In Mathematics ◽  
Mathematical Applications

Data from two national surveys were analyzed to determine the extent of sex differences in mathematics achievement and participation and the effect of participation and spatial visualization ability on achievement. Results from the National Assessment of Educational Progress second mathematics assessment and the Women in Mathematics survey are reported for 13-year-olds, 17-year-olds, and high school seniors. Results indicate that (a) sex differences in participation favoring males exist for some higher level mathematics courses, (b) by the end of high school males outperform females on mathematical applications, and (c) sex differences in achievement on mathematical applications persist even when mathematics participation is controlled.

Sex Differences in a Causal Model of Mathematics Achievement

1984 ◽  
Vol 15 (5) ◽  
pp. 361-377 ◽  
Author(s):  
Corinna A. Ethington ◽  
Lee M. Wolfle
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Causal Model ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Predictor Variables ◽  
Covariance Structures ◽  
Men And Women ◽  
Using Data

Using data from the “High School and Beyond” study, this paper reexamines the reason men and women differ in mathematics achievement by means of a covariance-structures causal model of mathematics achievement, which permits the estimation of effects while accounting for known measurement error in the predictor variables. Our results indicate that sex continues to have a significant effect on mathematics achievement even after controlling for sex differences in spatial abilities, background in mathematics, and interest in mathematics. Separate analyses by sex, however, indicate that the process of mathematics achievement differs between men and women. In particular, women tend to have less spatial visualization ability than men, but the effects of this variable on mathematics achievement are greater for women.

Monitoring the Mathematics Achievement of Black Students

1984 ◽  
Vol 15 (2) ◽  
pp. 154-164
Author(s):  
Lyle V. Jones ◽  
Nancy W. Burton ◽  
Ernest C. Davenport
Keyword(s):  
High School ◽  
Regression Analysis ◽  
Mathematics Achievement ◽  
Black Students ◽  
Predominantly White ◽  
White Students ◽  
Achievement Scores ◽  
National Assessment ◽  
Predominantly Black ◽  
School Differences

Findings from the National Assessment of Educational Progress for 1973 and 1978 are reviewed. They show improvement in levels of mathematics achievement for black students at ages 9 and 13, compared with a decline for white students at those ages. rn a special National Assessment of mathematics in 1975–76 for ages l3 and 17, substantial differences are found between average mathematics achievement scores of white and black youth. Based on a multiple regression analysis at age 17, more than half of the total variance in mathematics achievement scores is accounted for by regression, with school-to-school differences in background variables and individual background differences within school about equally influential. About half of the white-black mean difference is accounted for by regression and, in this accounting, school differences in background variables play a more prominent role than individual differences within school. A particularly influential predictor of mathematics achievement is the number of high school algebra and geometry courses taken. Marked differences are found between predominantly black and predominantly white high schools in the average numbers of such courses taken. The adoption of policies that reduce those differences would be expected to result in relatively higher levels of mathematics achievement for black students.

Mathematics Learning and the Sexes: A Review

1974 ◽  
Vol 5 (3) ◽  
pp. 126-139 ◽  
Author(s):  
Elizabeth Fennema
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Mathematics Learning ◽  
Upper Elementary ◽  
Cognitive Tasks ◽  
Achievement Data ◽  
National Longitudinal Study ◽  
Elementary Years ◽  
Better Than

It has long been accepted as true that boys learn mathematics better than girls do. To determine the validity of this belief, 36 studies concerned basically or tangentially with sex differences in mathematics achievement were reviewed and two others were analyzed in depth. The data from one study (Parsley, et al., 1964), which often has been quoted as supportive of boys' mathematics superiority, was reevaluated with the conclusion that the data from this study do not support the idea that boys are superior to girls in mathematics achievement. Data concerned with sex differences in achievement from the National Longitudinal Study of Mathematics Achievement were also presented.No significant differences between boys' and girls' mathematics achievement were found before boys and girls entered elementary school or during early elementary years. In upper elementary and early high school years significant differences were not always apparent. However, when significant differences did appear they were more apt to be in the boys' favor when higher-level cognitive tasks were being measured and in the girls' favor when lower-level cognitive tasks were being measured. No conclusion can be reached concerning high school learners.

The Second National Assessment in Mathematics: Area and Volume

1981 ◽  
Vol 74 (9) ◽  
pp. 704-708 ◽  
Author(s):  
James J. Hirstein
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Mathematics Assessment ◽  
Common Source ◽  
School Students ◽  
National Assessment ◽  
Important Measurement ◽  
Common Misconceptions ◽  
Area And Volume

Measurement concepts are important in school mathematics not only for providing applications of arithmetic content during the middle years but also for offering a common source of illustrations in algebra and geometry. Even more important, measurement concepts form the basis for all judgment with respect to the size of objects that we encounter daily. One of the topics included in the NAEP second mathematics assessment deals with the ability to use measurement concepts. The results of the items relating to area and volume suggest several common misconceptions about measurement among middle school and high school students.

Soundoff: High School Geometry Should Be a Laboratory Course

1990 ◽  
Vol 83 (1) ◽  
pp. 4-5
Author(s):  
Ernest Woodward
Keyword(s):  
High School ◽  
Mathematics Assessment ◽  
Pythagorean Theorem ◽  
Educational Progress ◽  
National Assessment ◽  
Laboratory Course ◽  
High School Geometry ◽  
School Geometry

Present day instruction in geometry is ineffective. Results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) (Brown et al. 1988) indicate that fewer than half the eleventh-grade students who had taken geometry could apply the Pythagorean theorem in a routine problem and that fewer than a third of these students could find the perimeter of a rhombus drawn on grid paper. Eleventh-grade students who had taken geometry performed only slightly better on spatialvisualization tasks than eleventh-grade students who had not taken geometry.

Research, Reflection, Practice: A Generation of Progress: Learning from NAEP

2009 ◽  
Vol 15 (6) ◽  
pp. 363-369
Author(s):  
Peter Kloosterman ◽  
Zachary Rutledge ◽  
Patricia Ann Kenney
Keyword(s):  
Mathematics Achievement ◽  
Student Performance ◽  
The United States ◽  
Mathematics Assessment ◽  
Original Design ◽  
National Assessment ◽  
Mathematics Assessments ◽  
Subject Areas ◽  
The 1960S ◽  
College Bound Students

Often referred to as “The Nation's Report Card,” the National Assessment of Educational Progress (NAEP) was designed in the 1960s as a tool for monitoring precollege student performance in various subject areas. The original design included assessment of nine-, thirteen-, and seventeen-year-old students. The first mathematics assessment was completed in 1973 with additional mathematics assessments following at two- to fouryear intervals. In contrast to assessments like the SAT, which are usually taken by college-bound students only, NAEP is given to a sampling of all students across the United States regardless of ability or aspiration. As such, it is the best available measure of mathematics achievement for the nation as a whole (Kenney and Kloosterman 2007).

Sex Differences in High School Students' Causal Attributions of Performance in Mathematics

1980 ◽  
Vol 11 (5) ◽  
pp. 356-366
Author(s):  
Patricia L. Wolleat ◽  
Joan Daniels Pedro ◽  
Ann DeVaney Becker ◽  
Elizabeth Fennema
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
Mathematics Achievement ◽  
Causal Attributions ◽  
Causal Attribution ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Males And Females

The theory of causal attribution was applied to the problem of mathematics avoidance or the under-enrollment of females in nonrequired high school mathematics courses. It was hypothesized that sex differences in attributions of performance in mathematics would parallel previously documented sex differences in attributions in other achievement areas. Twelve hundred and twenty-four high school females (N=647) and males (N=577) took the Mathematics Attribution Scale and a test of mathematics achievement. As predicted, males and females differed in the strength of various attributions used to explain successful and unsuccessful performance in mathematics. Further, it was determined that sex and achievement in mathematics contribute separately to the variance in attribution patterns.

A Geometry lesson from National Assessment

1981 ◽  
Vol 74 (1) ◽  
pp. 27-32
Author(s):  
Donald R. Kerr
Keyword(s):  
High School ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
Formal Geometry

The geometry exercises administered during the 1977-78 mathematics assessment of the National Assessment of Educational Progress (N AEP) focused primarily on concepts of informal geometry rather than the more formal deductive geometry typically taught in a high school course. Results did show that students who studied formal geometry performed better.

Results and Implications of the NAEP Mathematics Assessment: Secondary School

1975 ◽  
Vol 68 (6) ◽  
pp. 453-470
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Dropouts ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
School Dropouts ◽  
National Assessment ◽  
Mathematical Concepts ◽  
Academic Year

During the 1972-73 academic year. the National Assessment of Educational Progress (NAEP) conducted its first assessment in mathematics. Representative national samples of 9-year-olds, 13-year-olds, 17-year-olds (including high school dropouts and early graduates), and adults between the ages of 26 and 35 were assessed to determine their levels of attainment in mathematical concepts and skills.

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