Factors Implicated in High Mathematics Achievement

Autor/inn/en	Forgasz, Helen J.; Hill, Janelle C.
Titel	Factors Implicated in High Mathematics Achievement
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 2, S.481-499 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9348-x
Schlagwörter	High Achievement; Mathematics Achievement; Numeracy; Achievement Gap; Gender Differences; Males; Socioeconomic Background; Geographic Location; Single Sex Schools; Grade 12; Secondary School Students; Disproportionate Representation; Foreign Countries; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rechenkompetenz; Geschlechterkonflikt; Male; Männliches Geschlecht; Sozioökonomische Lage; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Ausland; Australien
Abstract	The most recent Program for International Student Assessment (PISA) (2009) mathematical literacy results provide evidence that in Western English-speaking countries, including Australia, the gender gap in achievement appears to be widening in favour of males. In the study reported in this article, the aim was to explore the effects of gender, school type (a measure of socioeconomic background), school learning setting and geographic location on mathematics performance amongst the highest achievers (top 2%) in the grade 12 Victorian Certificate of Education (VCE) mathematics subjects based on results reported in a metropolitan newspaper. The analyses revealed that over the period 2007-2009, males, students from higher socioeconomic backgrounds and those attending metropolitan schools predominated amongst the highest achievers in all three VCE mathematics subjects. Students in single-sex settings, particularly males, were also over-represented. For each factor, the dominance was more pronounced as the level of difficulty of the mathematics subject increased. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10