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101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 00$aGender differences in mathematics $ean integrative psychological approach /$fedited by Ann M. Gallagher, James C. Kaufman$b[electronic resource]
210  1$aCambridge :$cCambridge University Press,$d2005.
215   $a1 online resource (xvi, 351 pages) $cdigital, PDF file(s)
300   $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015).
311   $a0-521-53344-9 
311   $a0-521-82605-5 
320   $aIncludes bibliographical references and indexes.
327   $aCover; Half-title; Title; Copyright; Dedication; Contents; Preface; Acknowledgement; Contributors; 1 Research on the Women and Mathematics Issue; 2 The Perseverative Search for Sex Differences in Mathematics Ability; 3 A Psychobiosocial Model; 4 Gender Differences in Math; 5 Cognitive Contributions to Sex Differences in Math Performance; 6 Spatial Ability as a Mediator of Gender Differences on Mathematics Tests; 7 Examining Gender-Related Differential Item Functioning Using Insights From Psychometric and Multicontext Theory; 8 The Gender-Gap Artifact; 9 "Math is hard!" (BarbieTM, 1994)
327   $a10 The Role of Ethnicity on the Gender Gap in Mathematics11 The Gender Gap in Mathematics; 12 "I can, but I don't want to"; 13 Gender Effects on Mathematics Achievement; 14 Gender Differences in Mathematics Self-Efficacy Beliefs; 15 Gender Differences in Mathematics; Author Index; Subject Index
330   $aFemales consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.
606   $aMathematical ability$xSex differences
606   $aMathematics$xStudy and teaching$xPsychological aspects
606   $aSex differences in education
615  0$aMathematical ability$xSex differences.
615  0$aMathematics$xStudy and teaching$xPsychological aspects.
615  0$aSex differences in education.
676   $a510/.8
702   $aGallagher$b Ann M.
702   $aKaufman$b James C.
801  0$bUkCbUP
801  1$bUkCbUP
906   $aBOOK
912   $a9910784445703321
996   $aGender differences in mathematics$93675893
997   $aUNINA