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This study investigated (a) mathematics achievement (Test of Academic Progress) of 589 female and 644 male, predominantly white, 9th-12th grade students enrolled in mathematics courses from four schools, controlling for mathematics background and general ability (Quick Word Test); (b) relationships to mathematics achievement, and to sex-related differences in mathematics achievement, of spatial visualization (Differential Aptitude Test), eight attitudes measured by the Fennema-Sherman Mathematics Attitudes Scales, a measure of Mathematics Activities outside of school, and number of Mathematics Related Courses and Space Related Courses taken. Complex results were obtained. Few sex-related cognitive differences but many attitudinal differences were found. Analyses of variance, covariance, correlation, and principal components analysis techniques were used. The results showed important relationships between socio-cultural factors and sex-related cognitive differences.
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Élizabeth Fennema
Wisconsin Department of Public Instruction
Julia Sherman
University of Pittsburgh
American Educational Research Journal
University of Wisconsin–Madison
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Fennema et al. (Sat,) studied this question.
synapsesocial.com/papers/6a0d67659a2918c675a4de9a — DOI: https://doi.org/10.3102/00028312014001051
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