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Sex Differences in Mathematics Learning in a Canadian Setting

Daiyo Sawada, Alton T. Olson and Sol E. Sigurdson
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 6, No. 2 (1981), pp. 5-19
DOI: 10.2307/1494784
Stable URL: http://www.jstor.org/stable/1494784
Page Count: 15
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Sex Differences in Mathematics Learning in a Canadian Setting
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Abstract

Sex differences in mathematics achievement were systematically examined at Grades 3, 6, 9, and 12 using test items written at three cognitive levels (Knowledge, Comprehension, and Application) over five areas of mathematical content (number, algebra, geometry, measurement, and statistics). A province-wide probability sample of 13,079 students was selected using a matrix sampling design. Significant differences in favor of males were found at each grade level, these differences varying directly with cognitive level and grade level. The results are discussed in terms of the current research scene and in terms of unequal opportunity for females in Canada. /// Nous avons procédé à un examen systématique des differences de résultats en mathématiques entre garçons et filles des 3è, 6è, 9è, et 12è années. Nos tests comprenaient trois niveaux de cognition (connaissances, compréhension, et application) et portaient sur cinq parties de mathématiques (nombres, algèbre, géométrie, mesures, et statistiques). Nous avons choisi dans toute la province un échantillon probabiliste de 13,079 élèves au moyen d'un plan d'échantillonnage matriciel. Nous avons trouvé dans chacune des années des différences appréciables en faveur des garçons, différences qui varient en relation directe avec le niveau de cognition et l'année. Nous situons nos conclusions par rapport aux recherches actuelles et par rapport à l'inégalité des chances pour les femmes au Canada.

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