Do Gender Differences in Mathematics Exist in Minnesota?
Location
CSU Ballroom
Start Date
16-4-2013 2:00 PM
End Date
16-4-2013 4:00 PM
Student's Major
Psychology
Student's College
Social and Behavioral Sciences
Mentor's Name
Carlos Panahon
Mentor's Department
Psychology
Mentor's College
Social and Behavioral Sciences
Second Mentor's Name
Samantha Bergmann
Second Mentor's Department
Psychology
Second Mentor's College
Social and Behavioral Sciences
Description
There has long been a social perception that males are inherently better at mathematics than females. This stereotype exists not only in the real world but in the classroom setting as well. Li (1999) reported that males are perceived by their teachers to be more dominant in mathematical ability and in turn are expected to perform better in the subject. The focus of our study is to examine whether or not these perceived gender differences in mathematical capability actually exist in Minnesota. This task will be accomplished by comparing Minnesota Comprehensive Assessment (MCA) test results between males and females. The Minnesota Comprehensive Assessment (MCA) is a set of standardized tests which Minnesota schools give each year to measure student performance on state standards (Minnesota Board of Education). Archival student data will be collected from the department of education. Three years worth of Minnesota Comprehensive Assessment (MCA) student scores will be reviewed for each of the following grades: third, fifth, eighth, and eleventh. Findings will provide a better understanding of the whether or not there is a difference in mathematical performances between males and females in Minnesota.
Do Gender Differences in Mathematics Exist in Minnesota?
CSU Ballroom
There has long been a social perception that males are inherently better at mathematics than females. This stereotype exists not only in the real world but in the classroom setting as well. Li (1999) reported that males are perceived by their teachers to be more dominant in mathematical ability and in turn are expected to perform better in the subject. The focus of our study is to examine whether or not these perceived gender differences in mathematical capability actually exist in Minnesota. This task will be accomplished by comparing Minnesota Comprehensive Assessment (MCA) test results between males and females. The Minnesota Comprehensive Assessment (MCA) is a set of standardized tests which Minnesota schools give each year to measure student performance on state standards (Minnesota Board of Education). Archival student data will be collected from the department of education. Three years worth of Minnesota Comprehensive Assessment (MCA) student scores will be reviewed for each of the following grades: third, fifth, eighth, and eleventh. Findings will provide a better understanding of the whether or not there is a difference in mathematical performances between males and females in Minnesota.
Recommended Citation
Uhrich, Leslee and Alex Bakardjiev. "Do Gender Differences in Mathematics Exist in Minnesota?." Undergraduate Research Symposium, Mankato, MN, April 16, 2013.
https://cornerstone.lib.mnsu.edu/urs/2013/poster-session-B/13
