Thesis (M.A. in education)--Washington State University, August 2009. / Title from PDF title page (viewed on Aug. 4, 2009). "College of Education." Includes bibliographical references (p. 57-69).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 161-167).

A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Science. Johannesburg, 1997. / After Mozambique became independent from Portugal, the main aim of the government policy towards education was to create equity of opportunity to enter the formal education system for different social, gender and age groups. However, females are still under-represented in higher education particularly in courses which require an extensive mathematical background. Thus, the purpose of this study was, to explore possible gender differences in performance and attitudes toward mathematics among 1996 BUSCEP students at Universidade Eduardo Mondlane. Those students were tested on several affective and cognitive variables, using a questionnaire and tests. The results suggested that gender performance and attitudes towards mathematics tend to be similar, and the inequalities found, were more evident in the participation in mathematics related careers. These findings emphasise the need to further examine the interrelationships between gender and career choices which should be conducted with students from the secondary school. / AC2017

Law, Helen. / "August 2010." / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 78-84). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.v / LIST OF TABLES AND FIGURES --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background of Study --- p.1 / Chapter 1.2 --- Research Problems and Objectives --- p.3 / Chapter 1.3 --- Layout of Thesis --- p.5 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Explaining the Gender Gap in Math Achievement: A Brief Overview of Previous Studies --- p.6 / Chapter 2.2 --- Gender Stratification Hypothesis --- p.9 / Chapter 2.3 --- Role of Parents --- p.11 / Chapter 2.4 --- Role of Single-Sex Schooling --- p.12 / Chapter 2.5 --- Focus of this Study --- p.16 / Chapter CHAPTER THREE --- ROLE OF FAMILY BACKGROUND AND SINGLE-SEX SCHOOLING IN THE GENDER GAP IN MATH TEST SCORES IN SIXTEEN COUNTRIES --- p.18 / Chapter 3.1 --- Hypotheses --- p.18 / Chapter 3.2 --- Data and Method --- p.19 / Chapter 3.3 --- Results --- p.23 / Chapter 3.4 --- Discussion --- p.40 / Chapter CHAPTER FOUR --- THE GENDER GAP IN MATH TEST SCORES IN ALL COUNTRIES PARTICIPATING IN PISA 2006 --- p.50 / Chapter 4.1 --- Data and Method --- p.51 / Chapter 4.2 --- Results --- p.57 / Chapter 4.3 --- Discussion --- p.63 / Chapter CHAPTER FIVE --- CONCLUSION --- p.67 / Chapter 5.1 --- Summary of Findings --- p.67 / Chapter 5.2 --- Theoretical Implications --- p.69 / Chapter 5.3 --- Empirical Implications --- p.70 / Chapter 5.4 --- Limitations and Suggestions for Future Research --- p.71 / APPENDIX A: Description of dependent variables and student-level independent variables --- p.75 / APPENDIX B: Description of school-level independent variables --- p.76 / REFERENCES --- p.78

This study explores the ways in which Grade 11 girls from an independent, predominantly / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2007.

The purpose of the study was to examine the effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children. Gender differences in mathematical achievement and attitudes were also explored.Ten traditional mathematics lessons were adapted by the researcher from the adopted mathematic program for the school system, Heath Mathematics, Connections, (Mangre, et al., 1992). Ten developmental mathematics lessons were created by the researcher following the guidelines of the NCTM Standards (1989) promoting the notion of a developmentally appropriate curriculum. The research designed both the Attitudinal Scale and Cognitive Abilities Test which were given both before and after the instructional treatment.The school corporation chosen as the site for the research was located in an urban area consisting of two small cities and the surrounding rural areas. The community consisted of people with diverse socioeconomic status and cultural backgrounds. The sample for the study consisted of 62 kindergarten students enrolled in four half-day classes in one elementary school. Complete data were available for 50 students. Four hypotheses were formulated and tested at the .05 level of significance.ResultsThe four hypotheses were analyzed using a 2 (method) x 2 (gender) MANOVA on the gain scores for both achievement and attitude taken together. Gain scores were obtained by subtracting the pretest score from the posttest score for both achievement and attitude.The findings of the study were:1. There was no significant difference between the whole number computational abilities of kindergarten children receiving developmental instruction and kindergarten children receiving traditional instruction.2. There was no significant difference between the whole number computational abilities of kindergarten boys and kindergarten girls receiving developmental and traditional instruction.3. There was no significant difference in the mathematical attitudes of kindergarten children receiving developmental instruction and kindergarten children receiving traditional instruction.4. There was no significant difference in the mathematical attitudes of kindergarten boys and kindergarten girls receiving developmental and traditional instruction. / Department of Elementary Education

The purpose of this study was to further explore single case data related to the construct of math anxiety, as it applies to women. A triple mode analysis was used to identify critical variables and to establish patterns of synchrony, desynchrony and partial synchrony. A total of six women participated in two math tasks. While performing these two tasks, high threat and low threat, heart rate, self-reported anxiety and motoric performance were monitored. Data were collected before and after each specific task. Data were also collected at pre-selected points during the task performance. This continuous time series and interval data were utilized to provide clarification of the math anxiety construct, as it applies to women.Using visual inspection, there was not enough variance in the physical and motoric data to warrant a deferential determination of synchrony or desynchrony. The subjects responded differently than hypothesized. The heart rate measure varied only slightly over task and time. Self-reported anxiety, SUDS and STAI, was above average. The WAIS digit symbol results were sometimes opposite the hypotheses. Cognition, self-report and the standardized measure of state anxiety emerged as the dominant factors in assigning the construct of math anxiety. These are consistent with the findings of Hackett and Betz (1989) whose research theorized the existence of a model for math self-efficacy. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--University of Wisconsin--Madison, 1976. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 200-214.).

No description available.

Mak, Hok Kiu Edward. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 262-276). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.