Gender differences in mathematical abilities
File, 2013-064-001-095
- Part of
- Algoma University Archives > Algoma University Theses collection > Psychology series > Gender differences in mathematical abilities
- Creator
- Amy L Stong
- Date
- 2003
- Physical Description
- 1.55 MB of textual records (PDF)
- General Material Designation
- Electronic record, Textual record
- Language(s)
- English
- Bibliographic Information
- Sault Ste. Marie, Ont.:, OSTMA-PSYC-Stong-Amy-L-20030402
- Descriptive Notes
- Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 2003. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes figures. -- Contents: Literature review / Thesis.
- Do mathematical abilities appear to develop gradually in response to society's expectations, or do they develop relatively suddenly at puberty? Girls and boys from fourth grade, eighth grade and twelfth completed a questionnaire regarding attitudes toward mathematics. Three measures of attitude were used; confidence in mathematics, usefulness of mathematics, and mathematics as a "girls domain". A statistically significant gender difference was found between girls' and boys' attitudes toward mathematics overall. The difference was almost entirely due to the measure of mathematics as a "girls domain". A statistically significant grade difference in confidence of ability to succeed at mathematics was found; confidence increased from grade four to grade eight, then decreased again in grade twelve. A downward trend for girls was found in two of the three dimensions of attitude measured, consistent with previous research. Over grade levels, girls show an increased negativity toward mathematics as a "girl domain". The data suggest that there are multiple dimensions of attitude. More research is needed on the sub-dimensions of attitude, rather than attitude as a global whole.