Descriptor
| Mathematics Achievement | 7 |
| Sex Differences | 7 |
| Single Sex Classes | 7 |
| High Schools | 4 |
| Mathematics Instruction | 4 |
| Coeducation | 3 |
| Foreign Countries | 3 |
| Student Attitudes | 3 |
| Womens Education | 3 |
| Females | 2 |
| Grade 10 | 2 |
| More ▼ | |
Author
| Barboza, Helen C. | 1 |
| Crawford, Pat | 1 |
| Dunlap, Celeste Elizabeth | 1 |
| Durost, Richard A. | 1 |
| Forgasz, Helen J. | 1 |
| Gjestad, Rolf | 1 |
| Hird, Anne | 1 |
| Leder, Gilah C. | 1 |
| Macfarlane, Jim | 1 |
| Manger, Terje | 1 |
| Seitsinger, Anne M. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 3 |
| Speeches/Meeting Papers | 2 |
| Dissertations/Theses -… | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Advanced Placement… | 1 |
What Works Clearinghouse Rating
Peer reviewedDurost, Richard A. – NASSP Bulletin, 1996
Presque Isle (Maine) High School has offered a section of all-girls algebra for seven years. The intent was to narrow the gap between 11th-grade boys' and girls' math achievement scores and create a more comfortable learning atmosphere for girls. The achievement score gap has decreased from 72 to 16 points. (MLH)
Descriptors: Achievement Tests, Algebra, Cognitive Style, High Schools
Peer reviewedSubotnik, Rena F.; Strauss, Shiela M. – Journal of Secondary Gifted Education, 1995
Despite scoring lower on the mathematics Scholastic Assessment Test (SAT-M) prior to taking an advanced placement calculus course, female students (n=85) scored as well as males (n=51) on the Advanced Placement BC level calculus test. Predictors of AP scores were: first, scores on the Calculus Readiness Test; second, scores on the SAT-M; and…
Descriptors: Academically Gifted, Advanced Placement Programs, Calculus, Classroom Communication
Download full textDunlap, Celeste Elizabeth – 2002
Much research identifies a gender gap in mathematics and some research points to single-gender mathematics classrooms as a solution to the mathematics gender divide. A 7-week study was conducted in which 5th grade students (N=50) were organized into two mathematics classes. The goal was to examine whether single-gender mathematics classes had an…
Descriptors: Classroom Environment, Coeducation, Educational Strategies, Homogeneous Grouping
Peer reviewedManger, Terje; Gjestad, Rolf – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, 1997
Investigates the relationship between mathematical achievement and the ratio of boys to girls in a sample of third-grade Norwegian elementary school students. States that belonging to classes with a numerical majority of boys or girls did not affect the achievement of either gender. Opposes the single-sexing of mathematics teaching. (27 citations)…
Descriptors: Coeducation, Elementary School Mathematics, Foreign Countries, Grade 3
Leder, Gilah C.; Forgasz, Helen J. – 1994
Gender differences in mathematics learning continue to attract much research attention. Single-sex settings as the preferred option for improving schooling for girls have evoked fierce advocates as well as critics. This case study, undertaken in response to a specific request from a co-educational state school in the outer area of Melbourne,…
Descriptors: Case Studies, Coeducation, Foreign Countries, Grade 10
Seitsinger, Anne M.; Barboza, Helen C.; Hird, Anne – 1998
An urban independent middle school grouped its 63 sixth and seventh graders into single-sex mathematics classes (SSMC) to improve girls' achievement in mathematics (AIM) and attitudes toward mathematics (ATM) with no negative impact on boys. Researchers analyzed AIM, ATM, and interactions/instruction. AIM measures included Metropolitan Achievement…
Descriptors: Behavior Rating Scales, Intermediate Grades, Junior High Schools, Mathematics Achievement
Macfarlane, Jim; Crawford, Pat – 1985
A great number of students, and a particularly high proportion of females, do not study mathematics beyond minimum high school requirements. Research indicates that segregation of mathematics classes may help reduce the incidence of female students dropping out of that subject. In an attempt to redress this situation, A. Y. Jackson Secondary…
Descriptors: Attitude Measures, Females, Foreign Countries, Grade 10
