Using CDMs in Determining the Essence of Gender Differences of Mathematic Performance in First Grade High School

Afzali, F.; Delavar, A.; Falsafinezhad, M.R.; Farrokhi, N.A.; Borjali, A.

Document Type : Research Article

Authors

Abstract

Surveying the reasons and nature of the differences between male and female student performance in learning mathematics has been researched by many researchers in education, but most of them have surveyed mathematics as a total factor. In this study, efficiencies of CDM models were used to survey difference in fundamental mathematics skills. Cognitive diagnostic assessment was administered based on eight main characters, consisting of 32 questions on a sample of 509 students from Tehran. The DINA model showed no differences in the guess, slip, IDI and RMSEA parameters among the two groups. Also, male and female students had equal performances regarding the average mastery of mathematics skills, but female students were more predominant than boys in the mastery of mathematics concepts while male students showed a meaningful predominance in mathematics middle operations skills and applying what they had learned to real life situations.

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Psychological Achievements

Using CDMs in Determining the Essence of Gender Differences of Mathematic Performance in First Grade High School

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References

Volume 21, Issue 2 - Serial Number 2
December 2014
Pages 89-104

Using CDMs in Determining the Essence of Gender Differences of Mathematic Performance in First Grade High School

References

References

Volume 21, Issue 2 - Serial Number 2December 2014Pages 89-104

Volume 21, Issue 2 - Serial Number 2
December 2014
Pages 89-104