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An exploration of gender differences in tertiary mathematics
Data from 400 students in a tertiary mathematics course were analysed to explore gender differences on a number of variables associated with learning mathematics. It was concluded that while differences did occur on variables associated with confidence, self-concept, test anxiety and quantitative ability indicating a detrimental effect for women, compensating behaviour by women, including increased assignment work and tutorial attendance, resulted in comparable final course performance for women and men. These findings are discussed in light of participation rates of women in mathematics.
History
Publication title
Mathematics Education Research JournalPagination
1-10ISSN
1033-2170Department/School
Faculty of EducationPublisher
Springer NetherlandsPlace of publication
NetherlandsRights statement
Copyright 1989 SpringerRepository Status
- Restricted