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Sex Differences in First-Year Algebra

Jane O. Swafford
Journal for Research in Mathematics Education
Vol. 11, No. 5 (Nov., 1980), pp. 335-346
DOI: 10.2307/748624
Stable URL: http://www.jstor.org/stable/748624
Page Count: 12
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Sex Differences in First-Year Algebra
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Abstract

The study investigated sex-related differences among first-year algebra students with respect to achievement, attitude, and consumer problem-solving skills. The subjects were 329 females and 294 males enrolled in first-year algebra courses in 17 schools across the country. In the fall, no sex-related differences were evident in arithmetic computational skill or attitude about the usefulness and enjoyment of mathematics. Males showed a slight advantage on consumer items. In the spring, no sex-related differences in algebra achievement were found; a decline in attitude was observed for both groups; and the differences on consumer exercises became more pronounced.

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