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Dissertations / Theses on the topic 'Mathematical ability – Effect of sex differences on'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Smith, Jennifer, and University of Lethbridge Faculty of Education. "Encouraging girls in science : facts, theories and practical suggestions." Thesis, Lethbridge, AB : Faculty of Education, University of Lethbridge, 1987, 1987. http://hdl.handle.net/10133/384.

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It is the objective of this paper to present the facts concerning the current status of Canadian women in science, to review the theories which have been put forth to explain gender disparities in science participation, to outline the findings of research in the area of gender and science, and to suggest ways in which science teachers could respond to these research findings.<br>79 p. ; 28 cm.

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2

Tyner, Cynthia A. "Effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027090.

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The purpose of the study was to examine the effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children. Gender differences in mathematical achievement and attitudes were also explored.Ten traditional mathematics lessons were adapted by the researcher from the adopted mathematic program for the school system, Heath Mathematics, Connections, (Mangre, et al., 1992). Ten developmental mathematics lessons were created by the researcher following the guidelines of the NCTM Standards (1989) promoting the notion of a development

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3

Gresky, Dana Prestwood. "That was hard! examining the effects of test instructions and content on women's mathematics performance under stereotype threat /." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-11292006-080806/unrestricted/gresky.pdf.

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4

Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.

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Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as studen

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5

Burhop, Lorianne DeLeen. "Math ability and gendered self-perceptions." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06192009-093803.

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6

Zhang, Mo. "Gender related differential item functioning in mathematics tests a meta-analysis /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/m_zhang_072109.pdf.

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7

Dunlap, Celeste Elizabeth. "An examination of gender differences in today's mathematics classrooms exploring single-gender mathematics classrooms /." Connect to this title online, 2002. http://www.ohiolink.edu/etd/view.cgi?cedar1033047176.

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8

Harris, Anjanette Patricia. "Effect of housing conditions on sex differences in spatial cognition in rats." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3949.

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Male mammals typically outperform females in tests of spatial ability. However, in laboratory rats (Rattus norvegicus), from which the majority of data in support of this difference come, sex differences are not consistently found. Since stress affects cognition in males and females differently, I investigated possible sources of stress (e.g. housing conditions, spatial tasks) and the impact they have on cognitive performance in male and female rats. Firstly, I investigated whether isolation housing, purported to be chronically stressful, affected the presence of sex differences in a dark-eyed

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9

Roelofse, Rosina Catherina. "Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17552.

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Bibliography: pages 75-82.<br>This dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond

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10

Boyer, Victor A. "Gender discrepancies in mathematics [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Boyer_VMIT2010.pdf.

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11

Morse, Roxanne. "Mathematics anxiety and women : cognitive, motoric and physiological dimensions." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/941586.

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The purpose of this study was to further explore single case data related to the construct of math anxiety, as it applies to women. A triple mode analysis was used to identify critical variables and to establish patterns of synchrony, desynchrony and partial synchrony. A total of six women participated in two math tasks. While performing these two tasks, high threat and low threat, heart rate, self-reported anxiety and motoric performance were monitored. Data were collected before and after each specific task. Data were also collected at pre-selected points during the task performance. This co

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12

Olivier, Patricia Joan. "Gender equity in mathematics education : the Namibian situation." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51772.

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Thesis (MBA)--Stellenbosch University, 2000.<br>ENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the developed and the developing world, females perform more poorly in mathematics than males at senior secondary school level. In Namibia, the situation is no exception. Examination results for the past few years have shown that males outperform females in mathematics at senior secondary school level. This has resulted in more males taking mathematics as a major subject at tertiary level, with the consequence that they subsequently find better job

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13

Knabb, Amber. "The Interacting Effect of Gender Stereotyping and Frequency of Incivility on Career Path Selection." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1395664745.

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14

Clingman, Elizabeth Ann. "The Relationship of Student Mathematics Scores on the Scholastic Aptitude Test to Teacher Effectiveness as Measured by the Texas Teacher Appraisal System." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332301/.

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The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the

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15

Lai, Chan-pong, and 黎鎮邦. "Item bias in the 2nd IEA mathematics study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626445.

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16

Wohlgehagen, James L. (James Lee). "A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331465/.

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One purpose of this study was to determine whether any differences in immediate achievement or retention existed between students using manipulatives and students not using manipulatives. Also addressed in this study is whether or not the use of manipulatives is more beneficial for girls than boys and whether the use of manipulatives is more beneficial for low-ability students than for high-ability students. Students selected for this study were from a large suburban school district in Texas. The students were from eight intact classes, four of which were designated as the experimental group

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17

Walles, Rena L. "Effects of web-based tutoring software on math test performance : a look at gender, math-fact retrieval ability, spatial ability and type of help." 2005. https://scholarworks.umass.edu/theses/2425.

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18

"Cross-national patterns of gender gap in math test scores: role of family background, single-sex schooling, and gender equities." 2010. http://library.cuhk.edu.hk/record=b5894485.

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Law, Helen.<br>"August 2010."<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2010.<br>Includes bibliographical references (leaves 78-84).<br>Abstracts in English and Chinese.<br>ABSTRACT --- p.i<br>ACKNOWLEDGEMENTS --- p.v<br>LIST OF TABLES AND FIGURES --- p.viii<br>Chapter CHAPTER ONE --- INTRODUCTION --- p.1<br>Chapter 1.1 --- Background of Study --- p.1<br>Chapter 1.2 --- Research Problems and Objectives --- p.3<br>Chapter 1.3 --- Layout of Thesis --- p.5<br>Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.6<br>Chapter 2.1 --- Explaining the Gender Gap in Math Achievement: A B

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19

Barnett, Sharon. "Examining sources of gender DIF : a confirmatory approach." Thesis, 2001. http://hdl.handle.net/2429/11965.

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A confirmatory approach based on a multidimensional model (Douglas, Roussos, & Stout, 1996; Shealy & Stout, 1993; Stout & Roussos, 1995) was used to identify sources of differential item functioning (DIF) and differential bundle functioning (DBF) for boys and girls on the British Columbia Principles of Mathematics Exam for grade 12 (PME12). Data consisted of a total of 9404 examinees; 4335 girls and 5069 boys. There were 45 multiple choice items in the exam. Analyses were completed in two stages. In stage 1, patterns present in the gender DIF research in mathematics were identified. Sta

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20

Riegle-Crumb, Catherine Casilla. "International gender inequity in math and science education : the importance of gender stratification across generations /." 2000. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9965148.

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21

"Gender differences in learning mathematics in Hong Kong: PISA 2003 study." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075449.

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Mak, Hok Kiu Edward.<br>Thesis (Ed.D.)--Chinese University of Hong Kong, 2011.<br>Includes bibliographical references (leaves 262-276).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.

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22

Cronje, Lefina Susanna. "Euclidean geometry : cognitive gender differences." Thesis, 1995. https://hdl.handle.net/10539/24297.

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A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF PIIILOSOPHY in the SCHOOL OF SCiENCE EDUCATION (MATHEMATICS) UNIVERSITY OF THE WITWATERSRAND<br>Cognitive gender differences in mathematics, which were noted in past research have latterly been found to be declining. but are still observed at secondary school level in the field of spatial skills and geometry. However, due to divergent geometry curricula and the multidimensional nature of spatial skills, results from gender studies have led to broad conclusions being drawn from investigations which were affected b

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23

Li, Qing. "Teacher’s beliefs, gender differences, and mathematics." Thesis, 1996. http://hdl.handle.net/2429/4229.

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The major focus of this study is to explore, using the 1990 British Columbia Mathematics Assessment data at the Grade 7 level, gender differences in mathematics teachers' beliefs. As well, this study compared these differences to gender differences of students' beliefs found in the same data. The theoretical rationale for this study is based on a model devised by this researcher, namely the Modified Cognitively Guided Instruction (CGI) Research Model, which is the combination of the Cognitively Guided Instruction Research Model (Fennema, Carpenter, and Peterson, 1989) and the Autonomo

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24

Vermeulen, Charmaine. "An exploration of the ways in which secondary school girls construct their relationship with mathematics and mathematical literacy." Thesis, 2007. http://hdl.handle.net/10413/871.

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25

Cassy, Bhangy. "Gender performance and attitudes toward mathematics in BUSCEP students at Universidade Eduardo Mondlane." Thesis, 1997. http://hdl.handle.net/10539/22101.

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A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Johannesburg, 1997.<br>After Mozambique became independent from Portugal, the main aim of the government policy towards education was to create equity of opportunity to enter the formal education system for different social, gender and age groups. However, females are still under-represented in higher education particularly in courses which require an extensive mathematical background. Thus, the purpose of this study wa

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