Biological Gender Differences in Students' Errors on Mathematics Achievement Tests

Autor/inn/en	Stewart, Christie; Root, Melissa M.; Koriakin, Taylor; Choi, Dowon; Luria, Sarah R.; Bray, Melissa A.; Sassu, Kari; Maykel, Cheryl; O'Rourke, Patricia; Courville, Troy
Titel	Biological Gender Differences in Students' Errors on Mathematics Achievement Tests
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 1-2, S.47-56 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916669231
Schlagwörter	Gender Differences; Error Patterns; Mathematics Tests; Achievement Tests; Mathematics Achievement; Children; Adolescents; Factor Analysis; Statistical Analysis; Computation; Geometric Concepts; Mathematical Concepts; Addition; Age Differences; Sex Stereotypes; Multivariate Analysis; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Fehlertyp; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Faktorenanalyse; Statistische Analyse; Elementare Geometrie; Age; Difference; Age difference; Altersunterschied; Multivariate Analyse; Schulleistung
Abstract	This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications and Math Computation subtests of the KTEA-3 were factor analyzed and revealed five error factors. Multiple ANOVA of the error factor scores showed that, across both age categories, female and male mean scores were not significantly different across four error factors: math calculation, geometric concepts, basic math concepts, and addition. They were significantly different on the complex math problems error factor, with males performing better at the p < 0.05 significance level for the 6 to 11 age group and at the p < 0.001 significance level for the 12 to 19 age group. Implications in light of gender stereotype threat are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01