Gender Differences in Mathematics Performance: Meta-Analysisand Cognitive Analysis

数学成绩的性别差异：元分析和认知分析

• 批准号: 8709533
• 负责人: Janet Hyde
• 金额: $ 21.89万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1987
• 资助国家: 美国
• 起止时间: 1987-09-01 至 1990-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8709533&HistoricalAwards=false
• 关键词: Gender; Differences; Mathematics; Performance; Meta

There are now available more than 100 studies providing data on gender differences in mathematics performance, many of them having tested literally thousands of subjects. What is needed is a systematic, meta- analytic synthesis of the existing studies. The objective of the research is to clarify the nature of gender differences in mathematics performance. A detailed meta-analysis of gender differences in mathematics performance, combined with a cognitive-processing analysis, will address important and complex developmental and cognitive issues. In particular, the proposed project will provide answers to the following questions: (1) What is the magnitude of gender differences in mathematics performance, using the d metric? (2) "Mathematics achievement" is a general term encompassing a wide variety of tests, including simple tests of mathematics facts (addition, multiplication problems), word problems, geometry problems, calculus problems, and so on; does the magnitude of the gender difference vary on these different tasks, perhaps being close to zero on some and large on others? (3) Developmentally, at what ages do gender differences appear or disappear, and on which kinds of tests? (4) Combining Hedges' homogeneity statistics (Hedges, 1982, Journal of Education Statistics) with cognitive processing analysis, do males and females differ in some cognitive processes related to mathematics performance, but not on others? (5) To what extent do affective variables (such as confidence, anxiety, attributions, and so on) mediate the gender differences in mathematics performance? The results of the research can make contributions to basic science by providing answers to the questions summarized above. In addition, the research has potential implications for mathematics education (and in turn for science and engineering education, insofar as they are dependent on mathematics education), particularly for sex equity in mathematics education.

现在有100多项研究提供了关于性别的数据 数学成绩的差异，其中许多人已经测试 数以千计的实验对象 我们需要的是一个系统的、Meta的、 对现有研究的综合分析。 研究的目的是澄清性别的性质 数学成绩的差异。 一项详细的荟萃分析， 数学成绩的性别差异，加上 认知加工分析，将解决重要和复杂的 发展和认知问题。 特别是，拟议项目 将回答以下问题：（1）什么是 数学成绩的性别差异幅度，使用d 公制？ (2)“数学成就”是一个概括性的术语， 各种各样的测试，包括简单的数学事实测试 （加法，乘法问题），文字问题，几何问题， 微积分问题，等等;性别的大小 在这些不同的任务上，差异可能接近于零。 一些人和其他人的大？ (3)从发育上讲，在什么年龄， 差异出现或消失，以及在哪些测试中？ （四） 结合Hedges的同质性统计（Hedges，1982，Journal of 教育统计）与认知加工分析，做男性和 女性在与数学相关的某些认知过程中存在差异 #21453;，而不是在其他？ (5)在多大程度上，情感 变量（如自信、焦虑、归因等）起中介作用 数学成绩的性别差异？ 研究成果可为基础科学做出贡献， 为上述问题提供答案。 此外该 研究对数学教育有潜在的影响（以及 转向科学和工程教育，只要他们是 （依赖数学教育），特别是 数学教育