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.

Item Type:	Refereed Article
Keywords:	an exploration of gender differences, tertiary mathematics
Research Division:	Education
Research Group:	Specialist studies in education
Research Field:	Gender, sexuality and education
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Gender aspects in education
UTAS Author:	Watson, JM (Professor Jane Watson)
ID Code:	137685
Year Published:	1989
Deposited By:	Office of the Faculty of Education
Deposited On:	2020-02-27
Last Modified:	2020-08-12
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