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Gender Differences in Mathematics Education in Zambia

Roy Sayers
Educational Studies in Mathematics
Vol. 26, No. 4 (Jun., 1994), pp. 389-403
Published by: Springer
Stable URL: http://www.jstor.org/stable/3482660
Page Count: 15
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Gender Differences in Mathematics Education in Zambia
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Abstract

This paper discusses whether gender differences in mathematics education exist in Zambia, and if so, what are their possible causes. Differences are found to be present both in terms of access, and in terms of performance. Possible reasons for such differences are examined, in the light of empirical data consisting of responses to an attitude questionnaire.

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