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- W12676832 abstract "Gender differences in the academic subjects of mathematics and science persist despite over 20 years of educational research on the issue. Males and females perform differently on measures of achievement in mathematics and science depending on the type of test, its content, and the population of students being considered. Males score better than females on traditional multiple choice achievement tests and the discrepancy grows as the students get older. Females constitute diminishing proportions of the students in mathematics and science classes when these subjects become elective in secondary school. Females and males have different attitudes toward mathematics and science, which may grow out of their distinct classroom experiences. Recently feminist scholars have used this data to assert that the subject matter and its pedagogy must change to make them more appealing to females. Cognitive scientists have analyzed students' solution strategies finding that males and females sometimes solve problems differently. New forms of curriculum and instruction implemented in the 1980s and 1990s have not ameliorated gender differences. This area continues to be of great interest to educational researchers." @default.
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- W12676832 date "2001-01-01" @default.
- W12676832 modified "2023-09-27" @default.
- W12676832 title "Gender and School Learning: Mathematics and Science" @default.
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- W12676832 doi "https://doi.org/10.1016/b0-08-043076-7/02424-4" @default.
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