Gender Differences in Mathematics Performance: Meta-Analysisand Cognitive Analysis

现在有超过100项研究提供了数学成绩性别差异的数据，其中许多研究测试了数千个科目。所需要的是对现有研究进行系统的、元分析的综合。研究的目的是澄清数学成绩的性别差异的本质。对数学成绩性别差异的详细元分析，结合认知处理分析，将解决重要而复杂的发展和认知问题。特别是，拟议的项目将提供以下问题的答案：(1)使用d度量，数学成绩的性别差异的大小是多少？(2)“数学成绩”是一个总称，包括各种各样的测试，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；在这些不同的任务上，性别差异的大小是否有所不同，也许在一些任务上接近于零，而在另一些任务上差异很大？(3)在发育方面，性别差异在什么年龄出现或消失，在哪些测试中？(4)结合Hedges的同质性统计（Hedges, 1982, Journal of Education statistics）和认知加工分析，男性和女性是否在与数学成绩相关的某些认知过程中存在差异，而在其他方面没有差异？(5)情感变量（如自信、焦虑、归因等）在多大程度上调解了数学成绩的性别差异？研究结果可以通过回答上述问题对基础科学做出贡献。此外，该研究对数学教育（反过来对科学和工程教育，因为它们依赖于数学教育），特别是对数学教育中的性别平等有潜在的影响。

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.