Notice bibliographique
Résumé
This study examined gender-related issues in mathematics based on achievement data of Populations A and B from The Second International Mathematics Study (SIMS). The purposes of this study, which involved two Canadian educational systems and two Asian educational systems, were 1)to investigate potential interaction effects between gender and educational system in two populations and in two mathematical areas, algebra and geometry; 2) to analyze the variability of mathematics achievement between male and female students in each mathematical area within and across educational systems; 3)to compare and contrast situations of gender differences between algebra and geometry within and across educational systems. Factorial design, Hartley's F max test, and box plots were the major statistical approaches used in this study. The results showed that no two-factor interaction effect between gender and educational system in each mathematical area was of statistical significance in either population. Further, there were no statistically significant gender differences in algebra. In geometry, gender differences were statistically significant in Population B. Male students outperformed females from a perspective of across educational systems. Within each educational system, no gender differences in each mathematical area were found to be statistically significant in either population. Therefore, reported gender differences in geometry were more likely to be a general rather than a local phenomenon. The results of investigation on the variability of mathematics achievement illustrated two patterns. One pattern involved British Columbia and Ontario. No significant differences on the achievement variability between males and females were found. In general, the majority of both male and female students in the two Canadian provinces performed equally well in algebra and geometry. For the two populations, within gender gaps were serious, especially for Population B. Another different pattern was found in Hong Kong and Japan. In Population A, no significant differences on the achievement variability between boys and girls were found. Generally, the majority of both boys and girls performed equally well in algebra and geometry, although slightly more boys than girls were found at the bottom end of the achievement distribution. The within gender gaps were serious for this population, although they were not as wide as those found in British Columbia and Ontario. In Population B, a statistically significant difference on the variability of algebra achievement between male and female students was found in Hong Kong. Although male and female students equally dominated the top end of the achievement distribution, males in the lowest 10% of the male distribution and females in the lowest 10% of the female distribution tended to perform unequally in algebra and geometry. Female students dominated the bottom end of the achievement distribution on every subtests for this population. The within gender gaps were narrow in this population. Finally, findings in this study did not support the opinion of a biological explanation of gender differences in mathematics. Furthermore, findings suggested that each educational system affected the academic development of both male and female students in the same ways or directions, although one gender might be affected more seriously than the other.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».