| Summary: | Statistics show that boys perform better in mathematics tests
than girls. In order to make a refined assessment of the magnitude
of gender differences in mathematics performance, a study was made of
one thousand 16+ mathematics scripts to find the precise topics on
which girls and boys differ significantly in performance. These
concepts were found to be concerned with scale or ratio, spatial
problems, space-time relationships and probability questions.
Differences were found in performance between girls and boys at
each ten-percentile level through the ability range. A longitudinal
study also revealed differences in mathematics 'performance through
the years of secondary education. There is no convincing evidence
that the discrepancy can be accounted for by innate or genetic
reasons. Intervention programmes have been found to improve the
performance of girls in the weak areas of spatial awareness, proportionality
and problem solving.
In addition, a study was made of gender attitudes towards
mathematics. Ten secondary schools were surveyed and the results
revealed a marked decrease in the attitudes of third and fourth form
girls. During these difficult adolescent years girls and boys are
susceptible to strong internal and external pressures. Corresponding
differences were also found across the ability range. These social
pressures are concerned with teacher influence, social interaction,
type of grouping, sex stereotyping, choices, teaching materials and
careers advice.
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