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Previous research has assumed that sex-determined leisure time occupations and interests can be translated to mathematics problem settings, and that appropriately worded problems have a sex-determined clliferential meaningfulness to boys and girls. Boys (N=143) and girls (N =129) from ten different coeducational high schools in the metropolitan area of Melbourne, Australia, filled out an experimental context preference assessment measure. It was shown that activities of sex-differentiated interest and appeal in everyday situations could be translated to a mathematics problem setting and retain this differential appeal for boys and girls.
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Gilah C. Leder (1974) studied this question.
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