Influences of Selected Cognitive, Affective and Educational Variables on Sex-related Differences in Mathematics Learning and Studying.

This paper offers a detailed review of the literature concerning sex differences in the learning of mathematics. It identifies cognitive, affective and educational variables which have been either shown or hypothesized to contribute to sex-related differences in mathematics learning. The author analyzes each study in detail. One important finding is that many studies crediting boys with more mathematical ability than girls were carried out on populations in which the boys had actually studied more math than the girls. The author believes that if the amount of time spent learning mathematics is equated for males and females, educationally significant sex-related differences in math performance will disappear. Much evidence is presented to support this belief. She concludes with recommendations in three areas: (1) directions for research; (2) intervention or demonstration projects; and (3) general considerations to optimize the chances that the money spent will accomplish its goals, i.e, to improve females' participation in mathematics now and in the future. (Author/BP)