Key points are not available for this paper at this time.
Are there really differences mathematics achievement? Garai and Scheinfeld (1968), a review basically of pre-1960 psychological literature, concluded that no significant differences were found computational tasks, but in arithmetical reasoning and mathematical ability males have consistently been observed to perform better than females as a group p. 252. Maccoby (1966, p. 26) a review including both psychological and educational literature published before 1965 concluded that: (a) girls learn to count at an earlier age; (b) there are no consistent differences computation throughout grades; (c) during grade-school years some studies show boys beginning to forge ahead on tests of arithmetical reasoning although a number of studies reveal no difference on this dimension; and (d) boys excel at arithmetic reasoning high school. Several authors directly related to mathematics education profession have also drawn conclusions from reported literature. Glennon and Callahan (1968) state that the evidence would suggest to teacher that boys will achieve higher than girls on tests dealing with mathematical reasoning while girls will achieve higher than boys on tests of computational ability p. 30. An equally prestigious review of research (Suydam & Riedesel, 1969, p. 129) states that there are no significant differences between sexes arithmetic achievement before seventh grade, but boys surpass girls after seventh grade. Suydam and Weaver stated 1970: In general boys scored higher mathematical reasoning and girls were better fundamentals, though some conflicting evidence has been presented p. 4. Still other studies report no significant achievement differences associated with sex, and most researchers conclude that what little difference exists is not sufficient to influence curriculum decisions. Aiken (1971) states that sex differences mathematical abilities are, of course, present at kindergarten level and undoubtedly earlier p. 203. One could conclude from these reviews that although some authors believe difference mathematical achievement has
Élizabeth Fennema (Wed,) studied this question.