RUNNING

HEAD: GENDER DIFFERENCES IN MATH ACHEIVEMENT

Action Research
-Presented to the Department of Educational Leadership
and Postsecondary Education
University of Northern Iowa
-In Partial Fulfillment
of the Requirements for the
Master of Arts in Education
-by
Kelli Meeker
American School of Bombay
Mumbai, Maharashtra, India
(October 28, 2016)
-Dr. Leigh Martin

GENDER DIFFERENCES IN MATH ACHEIVEMENT

Abstract
Current research about the relationship between gender and mathematics achievement indicates
inequalities that may exist between girls and boys in terms of math achievement. Factors related
to the gender achievement gap in mathematics are specific differences in spatial concepts
development and understanding, issues around the impact of girls self-concepts of mathematic
ability and math achievement, and finally the impact of mindset on potential math ability.
Research is conducted with a small group of students in kindergarten with the focus on
developing spatial skills, a growth mindset, and more positive concepts of math learning. Data is
collected around each of these areas and findings are presented.
Keywords: gender, mathematics, self-concept, mindset

GENDER DIFFERENCES IN MATH ACHEIVEMENT

Introduction
Gender equity in education is a topic that has been examined though a variety of lenses.
Recently, research published by The Organization for Economic Co-operation and Development
(OECD), titled The ABSC of Gender Equity in Education: Aptitude, Behavior, and Confidence
(2015) by the Programme for International Student Assessment (PISA) demonstrates inequity in
math achievement by gender. The Programme for International Student Assessment collects
data from 64 countries and economies on achievement and attitudes towards learning subjects.
The report indicates that boys outperform girls in math in 38 countries by an average of 11 score
points, the equivalent of about 3 months of school. However, for students who are topperformers, those in the 90th percentile, the gender gap is 20 points in math and 11 points in
science. Boys are performing better than girls in math achievement in more than half the
countries that participated and they are performing even better at the highest levels of math. The
question for education is why and how can educators narrow the gap?
The relationship between gender and math learning is complex; there are many variables
that influence both learning contexts and experiences. The focus of this review is to examine the
relationship between gender and mathematics achievement. I found two main patterns of
research around differences in gender and math learning: differences between boys and girls in
the development of spatial concepts and differences between boys and girls in self-concept of
math abilities.
Spatial Concepts
As previously mentioned, gender equity in education is researched and analyzed by the
Programme for International Student Assessments (OECD, 2015). This research is conducted
every three years. Educational researchers have analyzed various components of the report data
looking for specificity and trends in gender equity. In an analysis of a PISA report, Else-Quest,

GENDER DIFFERENCES IN MATH ACHEIVEMENT

Hyde, and Linn (2010) found the area of mathematics achievement that revealed the largest
mean effect size for gender difference was Space/Shape, which focuses on spatial relationships,
with boys having an achievement advantage. Accordingly, when looking at gender gaps in math
achievement, spatial relationships present as a particularly difficult area for girls. Carr and Davis
(2001) examined the strategy use of first grade girls and boys and found that girls used
manipulative strategies to solve problems, where as boys tended to use retrieval (memory)
strategies. They also found that boys were as capable as girls to use manipulative strategies but
girls were not as able as boys to use retrieval. This indicates that girls tended to use physical
representations to manipulate numbers, where as boys are more able to do it using memory or
abstractly. Thus, boys are found to have stronger knowledge of spatial relationships and ability
to mentally rotate shapes as compared to girls. Another organization that collects international
data on educational achievement and attitudes is the Trends in International Mathematics and
Science Study (TIMSS). Researchers have analyzed 8th grade students math abilities and
strategies on the spatial rotation portion of the TIMSS assessment (Casey, Nuttall and Pezaris,
2001). They found that boys, on average, had preformed better in spatialmechanical skills
which lead to an advantage on the TIMSS subtest, boys performed better than girls overall on the
mathematics portion of the test because of better spatial abilities. These researchers also found a
difference in how boys and girls approached spatial problems (Casey, et al., 2001). Boys tended
to depend on spatial strategies (mental pictures) when solving mental rotation problems and girls
tended to use verbal/analytical strategies (algorithms) for solving these problems. Thus, boys can
mentally manipulate objects and use spatial concepts strategies to solve problems but girls tend
to use algorithms.
Research indicates that spatial learning may be a mathematical area in which girls need
more support in developing as compared to boys. Spatial learning, and consequently spatial

GENDER DIFFERENCES IN MATH ACHEIVEMENT

relationships, have been shown to have positive a impact on students math

achievement. Researchers, Casey, Nuttall, and Pezaris (1997) compared mathematical attitudes
and spatial skills as factors in gender differences in math performance among college bound
high-school seniors. These researchers found that the spatial skill measurement accounted for
twice the indirect meditational effect between gender and test math performance. Hence, spatial
skill ability has a significant impact on girls ability to perform math at higher levels.
In his book, Why Gender Matters: What Parents and Teachers need to know about the
Emerging Science of Sex Differences, Leonard Sax (2007) puts forth research that demonstrates
there may be differences in male and females brains which could impact learning, including girls
approaches to math. Sax proposes that girls and boys brains are prewired to approach math
problems differently, especially those related to spatial concepts. This suggests that there may be
differences in the manner in which girls and boys learn math. If, as Sax proposes, girls tend to be
more language and context based in the math thinking and perhaps develop spatial concepts later
than boys, then conceivably teachers need to focus on developing these concepts in girls,
especially in the early years, and implement, among other types of strategies, a language context
for math concepts.
Other researchers have investigated the connection between language and math learning
for girls. Researchers Casey, Erkut, Ceder, and Young (2008) investigated the effects of a
storytelling-context for teaching geometry skills to kindergartners and found support for both
early interventions and language-based contexts for supporting girls in math learning. These
researchers argued that the use of story-based context would increase learning and retention of
the geometric concepts, a component of spatial awareness. They found that providing the story
telling context had a positive impact on girls spatial awareness. However, they also found that,
regardless of intervention (storytelling or without story telling), girls spatial awareness improved

GENDER DIFFERENCES IN MATH ACHEIVEMENT

more than boys as a result of the intervention. This indicates that, while the story-based context
had a positive effect on girls ability to retain learning, what is more important was that any
intervention had a positive effect. It is possible that spatial skills in girls may need more
development, and earlier, in schools to support math abilities. Research also suggests that girls
have fewer prior to or out of school experiences with spatial concept based activities (Baenninger
and Newcombe, 1995). Regardless, school experiences need to work to develop girls spatial
concepts ability as it may impact the learning in mathematics.
Self-Concept
Gender differences in math achievement may be related to specific math skills and how
these skill are developed. However, another factor to be considered when examining gender and
math learning is self-concept, girls self-concept of their math abilities is not the same as boys.
Data from the OECD (2015) demonstrated that, in all but 8 of the 64 participating
countries, girls reported more anxiety towards math than boys and have less belief in their
ability, even when they performed as well as boys. Despite being capable, girls struggle to
believe that they are and can be successful in math. This report further found that the gender gap
is larger among the top performers, girls in math have even greater anxiety and less belief in their
abilities than boys who perform at a similar level (OECD, 2015). In looking at high achieving
students, Preckel, Goetz, Pekrun, and Kleine, (2008) examined the mathematics related attitudes
(e.g. self-concept, interest, and motivation) of both average and gifted 6th grade students. These
researchers found that both average and gifted girls reported lower self-concept and interest in
mathematics, despite no difference in math grades. Gifted girls scores were similar to average
boys, gifted boys scores of self-concept and interest were significantly higher then all other
groups. This concept is important because high achieving girls, who have the ability to enter jobs
which require higher levels of mathematics, may be not because of societal expectations that

GENDER DIFFERENCES IN MATH ACHEIVEMENT

influence self-concept, this influence is especially significant for high achieving girls (Preckel, et
al., 2008). These researchers noted, Females tend to estimate their mathematical competence
lower than their male counterparts do and gifted females were no exception, in spite of the fact
that they earned equally good math grades as the gifted boys (p.156).
Social Expectations
When considering societal expectations, it is possible that there are numerous factors that
influence girls self-concept. The Programme for International Student Assessment (OECD,
2015) reported that parents are more likely to expect sons rather than daughters to work in STEM
fields. Some researchers propose a Gender Stratification hypothesis, that gender differences are
closely related to cultural variations in opportunity for girls and women (Else-Quest, et al.,
2010). These researchers analyzed data from prior PISA and TIMSS cycles and found that
gender differences in math achievement were negatively predicted by womens shares in
research and political positions, when women and men are more equal in the labor market,
particularly in science related jobs, and government the gender gap on the PISA in mathematics
is more narrow (Else-Quest, et al. 2010). Girls do well in areas where they see woman
represented and when they have substantial peers in the class.
Researchers also looked at girls attitudes and affect as related to womens gender equity
in employment and concluded that gender equity across a variety of domains has a positive
impact of girls mathematics self-confidence, self-concept, extrinsic and intrinsic motivation and
valuing math (Else-Quest et al., 2010). The idea that societal messages around gender affect
girls math achievement can also be found in the OECD (2015) data as well. While girls reported
less confidence in their ability to answer math questions, girls did report more self-efficacy with
gender-stereotypical content, for example, a higher percentage of girls felt confident answering a
questions about calculating a sale percentage and fewer girls reported feeling confident

GENDER DIFFERENCES IN MATH ACHEIVEMENT

answering questions about calculating gas consumption (OECD, 2015). The connection between
gender equity in math achievement, societal expectations, and self-concept is cyclical, girls are
more likely to do well and feel confident in their math abilities if they see women represented in
these and other highly valued community positions. And it seems likely that woman may be
more likely to enter these positions if schools can address the nature of gender equity, including
girls self-concept, through schooling.
Mindset
Educational researchers are examining the ways in which beliefs around cognitive
abilities affects ones ability to learn. In 2006 Carol Dweck wrote Growth Mindset a book
which, based on her research, demonstrated that fixed mindsets, the belief that your cognitive
abilities are fixed, has negative impact to students growth in self-concept and academic ability.
The connection between self-efficacy and perception of academic ability is particularly
damaging for high achieving girls, who, when having a fixed mindset, may fear challenges in
service of maintaining the image of smartness (Boaler, 1997). Boys tend to approach math as a
challenge, where as girls tend to approach challenging math if they view it as non-threatening
(Ethington, 1992). Girls math achievement was also connected to their perceptions of the subject
as male dominated (Boaler, 1997). Hence, some girls, including high ability girls, may view
math as a subject for boys and approach math challenges with trepidation because of a disbelief
in their ability to take on challenge, because of a fixed mindset. Researchers have also examined
the congruence between typical math learning and gender-based learning preferences. Jo Boaler
(2014) proposes differences in how girls and boy prefer to learn and these differences may effect
math learning. Boaler (2014) cites research by Jones, Howe, and Rua (2000) demonstrating that
girls tend to have a self concept of thinker and communicator and these personal views are in
conflict with the notion of students in procedural classrooms. Thus, girls may not see themselves

GENDER DIFFERENCES IN MATH ACHEIVEMENT

as fitting in traditional math classrooms where the focus is on the procedures and not on
collaboration. It is possible that teachers are also impacting girls views of themselves as
mathematicians. Researchers have that found that teachers tend to rate girls math proficiencies
as lower then those of boys (Robinson-Cimpian, Lubienski, Ganley, and Copur-Gencturk, 2014).
Thus, girls beliefs in their math abilities and their belief in their potential math achievement,
their connection to the subject as gender biased, and teachers belief in their math ability, all have
an impact on their ability to achieve in mathematics. Thus, teachers need to work toward
developing girls growth mindset towards math and restructure math lessons away from
procedural focuses and towards a communicate discipline.
Method
Question
What is the relationship between gender and math learning?
Research
Context and Variables. The context of this study is a kindergarten class in an international
school in Mumbai, India. The classroom has one full time teacher and one full time assistant
teacher; there are 15 students in the classroom, 7 boys and 8 girls. The curriculum is based on
American Education Reaches Out (AERO) standards from the Office of Overseas Schools at
U.S. Department of State. The students engage in a math block of 45 minutes every school
morning.
The dependent variable in this study will be achievement on a spatial concepts
assessment. The independent variables will be math instruction, gender and self-concept. The
treatment variable will be math achievement and the measured variable self-concept.
Proposed Intervention

GENDER DIFFERENCES IN MATH ACHEIVEMENT

10

To impact the spatial awareness of the girls the classroom teacher will design lessons that
incorporate a language context and focus on strengthening spatial concepts through spatial
relationship development. In addition, the teacher will provide additional small group work to
students in the lowest data band as evidenced on the grade level Number Sense benchmark
assessment. These students will receive small group work 3 days of the week in additional to
regular class work.
To impact girls self-concept of math abilities, the teacher will implement mini-lessons
around growth mindset to support students in understanding that math skills are not innate and
can be a product of effort and engagement. These lessons will be whole class and in the morning
prior to math work.
Membership of Action Research Project
The membership of this action research group will be a group of students in a
kindergarten classroom. The whole group lessons will involve all members of the kindergarten
class. The small group lessons involve students who are performing at either beginning or
developing in three or more areas of the kindergarten Number Sense benchmark assessment and
are not achieving at similar levels to peers. All 3 students are girls, one boy was part of the group
based on math benchmark data, but left prior to the completion of intervention.
Timeline
The timeline of this intervention will be 6 weeks.
Resources
Resources for this assessment include instructional lessons based on current best
practices of math instruction, particularly around spatial awareness. Materials and tools
associated with such lessons (e.g. manipulatives, ten-frames, etc). In addition, materials that
incorporate a language context will be needed (e.g. math picture books).

GENDER DIFFERENCES IN MATH ACHEIVEMENT

11

Data Collection and Analysis

This study will collect data on math achievement and math self-concept, specifically
related to spatial concepts. The math achievement data in this study will be a spatial concepts
assessment. Math self-concept will be a pre and post-intervention survey of the students beliefs
about spatial concept related math skills and ones ability to learn math. Growth mindset will
also be assessed pre and post-intervention though a survey.
I expect to analyze the math assessment data by measuring growth on the spatial concepts
assessment. I expect to analyze data of the students self-concept survey by marking changes in
students self reports both pre and post-intervention.
Predicted Outcome
If successful, I expect to see an increase in all students understanding of spatial concepts.
In addition, I expect to see an increase in the small groups self-concepts of math abilities as
related to spatial concepts and math achievement and a more growth mindset orientation. The
girls in the class will be able to achievement in math, will have a better understanding of spatial
concepts and have a strong a belief that they are capable of math learning and engagements.
Results
Spatial Concepts Prior to the intervention, students scored an average of 3 of 9 correctly
answered items for spatial concepts. Post-intervention, students scored an average of 6.3 items
correctly answered. Pre and post data was particularly strong for cross sectioning (cutting a
shape in half and identifying the resulting face). Pre-intervention students missed all or all but
one of the cross sectioning questions, post-intervention missing none or only 1. This cross
sectioning is a more complex assessment of spatial concepts.

GENDER DIFFERENCES IN MATH ACHEIVEMENT

7
6
5
4
3
2
1
0

12

Pre
Post
Pre

Post

Spatical Concepts Ability Average

Table 1
Mindset Mindset data was sorted by questions which represented a fixed mindset (e.g. I
cant change how smart I am) and growth mindset (e.g. I can always get smarter at something).
There is a shift towards the growth mindset orientation. Pre-intervention some students indicated
they were not sure about statements relating to growth mindset, post-intervention all students
agreed with all growth mindset orientated statements. In statements relating toward fixed
mindset there was a decrease in agreement and an increase in unsure or disagreement with this
type of statement.
10

10

Agree

Not Sure

Disagree

Agree

Not Sure

Disagree

Agree Not Sure

Disagree

Agree Not Sure Disagree

Growth Mindset Pre-intervention

Growth Mindset - Post Intervention

Table 2

Table 3

GENDER DIFFERENCES IN MATH ACHEIVEMENT

13

10

10

Agree

Not Sure

Disagree

0
Agree Not Sure Disagree

Agree

Not Sure

Disagree

0
Agree Not Sure Disagree

Fixed Mindset Pre-Intervention

Table 5

Fixed Mindset Post-Intervention

Table 6

Attitude Towards Spatial Concept Activities Attitude towards mathematics learning

data show some change. Post-intervention there was a slight increase in students feeling
contentment towards math related activities, a decrease in unsure feelings toward mathematics.
Worried indicators remained unchanged.
10
8
6
4
2
0

Content
Unsure
Content Unsure Worried
Feelings Towards Math Pre
Intervention

Table 7

Worried

10
8
6
4
2
0

Content
Unsure
Content Unsure Worried

Worried

Feelings Towards Math Post

Intervention

Table 8

Discussion
In terms of spatial concepts, the result of the intervention indicate that students did
develop more spatial concept ability with a relatively short, but targeted, intervention. Activities
included coding, developing mazes, constructing tangrams, and origami. It is possible that
providing a range of spatial concept activities supported the students development of a range of
spatial concept competencies (e.g. perspective, cross sectioning).

GENDER DIFFERENCES IN MATH ACHEIVEMENT

14

Post-intervention students were more aligned with growth mindset statements. The
analysis of mindset data reveals that, lessons in developing a growth had a positive impact on
students personal belief in their ability to be agents in their academic achievements. This is
important, the lessons were short in nature and whole group, thus even in the context of whole
group lessons students developed a growth mindset orientation.
The data that showed the least change was attitude toward spatial concepts. While
students showed some increase in comfort with spatial concepts activities, their worry about
these actives remain unchanged. One aspect of learning that I noted was that the students did not
necessarily think of the intervention activities as math activities, they enjoyed them and enjoyed
presenting them to other students, but Im not sure they viewed them as aligned with typical
math work in the room. The survey asked students about their comfort level with common
spatial activities in a classroom (e.g. How would you feel if your teacher asked you to do a
puzzle, see appendix D). Two things to consider here, it is possible that the students, while they
did develop a growth mindset, it may not have been directly related to spatial concepts learning.
Thus, growth mindset lessons should be directly tied to spatial concepts, and math, learning.
And, activities that build math thinking but are not procedural need to be specifically named and
referred to as math learning in the classroom, thus repositioning the students concepts of math.
Conclusions
As mentioned, the factors related to the gender achievement gap in math are complex, but
this research demonstrates that with targeted instruction in spatial concepts development and
growth mindset teachers can implement learning which supports girls in achieving in areas of
mathematics and developing a growth mindset toward learning. Further research needs to be
conducted to see if growth mindset lessons directly related to math learning have a greater
impact on girls orientation towards a mathematical growth mindset.

GENDER DIFFERENCES IN MATH ACHEIVEMENT

15

References
Baenninger, M., & Newcombe, N. (1995). Environmental input to the development of sexrelated differences in spatial and mathematical ability. Learning and Individual
Differences, 7(4), 363-379.
Boaler, J. (2014, April 28). Changing the Conversation about Girls and STEM. Retrieved
October 16, 2016, from https://www.youcubed.org/changing-conversation-girls-stem/
Boaler, J. (1997) When Even the Winners are Losers: evaluating the experiences of top
set students, Journal of Curriculum Studies, 29(2), 165-182.
Carr, M., & Davis, H. (2001). Gender differences in arithmetic strategy use: A function of skill
and preference. Contemporary educational psychology, 26(3), 330-347.
Casey,M . B., Nuttall,R . L., & Pezaris,E . (1997). Mediators of gender differences in
mathematics college entrance test scores: A comparison of spatial skills with internalized
beliefs and anxieties. Developmental Psychology, 33, 669-680.
Casey, M. B., Nuttall, R. L., & Pezaris, E. (2001). Spatial-mechanical reasoning skills versus
mathematics self-confidence as mediators of gender differences on mathematics subtests
using cross-national gender-based items. Journal for Research in Mathematics
Education, 28-57.
Casey, B., Erkut, S., Ceder, I., & Young, J. M. (2008). Use of a storytelling context to improve
girls' and boys' geometry skills in kindergarten. Journal of Applied Developmental
Psychology, 29(1), 29-48.
Dweck, C. (2006). Mindset: The new psychology of success. Random House.
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender
differences in mathematics: a meta-analysis. Psychological bulletin,136(1), 103.

GENDER DIFFERENCES IN MATH ACHEIVEMENT

16

Ethington, C. (1992). Gender Differences in a Psychological Model of Mathematics

Achievement. Journal for Research in Mathematics Education, 23(2).
Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students experiences,
interests, and attitudes toward science and scientists. Science Education, 84, 180192.
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMMS International Results in
Mathematics. Chestnut Hill, MA: TIMMS & PIRLS International Study Center, Boston
College. Retrieved from the web at http://timss. bc. edu/timss2011/downloads/T11_IR_
Mathematics_FullBook. pdf.
OECD (2015), The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence,
PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264229945-en
Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and
average-ability students comparing girls' and boys' achievement, self-concept, interest,
and motivation in mathematics. Gifted Child Quarterly,52(2), 146-159.
Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014).
Teachers perceptions of students mathematics proficiency may exacerbate early gender
gaps in achievement. Developmental psychology, 50(4), 1262.
Sax, L. (2007). Why Gender Matters: What Parents and Teachers Need to Know about the
Emerging Science of Sex Differences. Harmony.
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMMS International Results in
Mathematics. Chestnut Hill, MA: TIMMS & PIRLS International Study Center, Boston
College. Retrieved from the web at http://timss. bc. edu/timss2011/downloads/T11_IR_
Mathematics_FullBook. pdf.

GENDER DIFFERENCES IN MATH ACHEIVEMENT

17

Appendix A: Spatial Concepts Data

Paper
Perspective Perspective Folding
Shapes (1) Shapes (2) (1)
(2)
(1)

Student
A
Student
A
Student
B
Student
B
Student
C- Pre
n/a
Student
C-

Paper
Folding
(2)

x
x

Cross
Sectionin
g (1)

Cross
Sectionin
g (2)

Cross
Sectionin
g (3)

x
x

Total:

2/9
7/9

4/9
6/9

n/a
x

6/9

GENDER DIFFERENCES IN MATH ACHEIVEMENT

18

Appendix B: Math Anxiety Responses

Math Anxiety Pre-Intervention
How would you
feel if your
teacher asked
you to build a
house with
Timestamp blocks?
9/19/2016
22:28:46 Content
9/19/2016
22:29:13 Content
9/19/2016
22:29:30 Unsure

How do you
feel when your
teachers asks
you identify
shapes?

How do you feel

when you are
asked to measure
something?

How do you
feel when you
are asked to do
a puzzle
quickly?

How do you
feel when you
are asked to
create a picture
with shapes?

Unsure

Worried

Worried

Unsure

Content

Content

Unsure

Content

Unsure

Worried

Unsure

Content

How do you
feel when your
teachers asks
you identify
shapes?

How do you feel

when you are
asked to measure
something?

How do you
feel when you
are asked to do
a puzzle
quickly?

How do you
feel when you
are asked to
create a picture
with shapes?

Content

Content

Worried

Worried

Worried

Content

Unsure

Content

Unsure

content

content

Content

Math Anxiety Post-Intervention

How would you
feel if your
teacher asked
you to build a
house with
Timestamp blocks?
9/19/2016
22:33:20 Unsure
9/19/2016
22:33:35 Unsure
9/19/2016
22:33:59 content

GENDER DIFFERENCES IN MATH ACHEIVEMENT

19

Appendix C: Mindset Responses

Mindset Pre-Intervention

I like
I like
learning
I can
work that even
always get makes
when I
smarter at me think make
Timestamp something. hard.
mistakes.
9/19/2016
21:47:32 Agree
Agree
Agree
9/19/2016
21:49:37 Disagree
Disagree Disagree
9/19/2016
21:51:15 Agree
Agree
Agree

I like my
work
I cant I like when I can
change work do it
how
that is without
smart I easy making
am.
to do. mistakes.
Agree
Not
Sure
Not
Sure

When
work is
hard I feel
like I am
not that
smart.

Smart
people
dont
have to
try hard.

Agree Agree

Not Sure Disagree

Agree Agree

Disagree Not Sure

Agree Agree

Disagree Agree

Mindset Post-Intervention
I like
work
that
I can
makes
always get me
smarter at think
Timestamp something. hard.
9/19/2016
21:40:54 Agree
Agree
9/19/2016
21:41:50 Agree
Agree
9/19/2016
21:42:27 Agree
Agree

I like
learning
even
when I
make
mistakes.
Agree
Agree
Agree

I like my
work
I cant
when I can
change I like
do it
how
work that without
smart I is easy to making
am.
do.
mistakes.
Not
Sure
Disagree Agree
Not
Sure
Not Sure Agree
Not
Sure
Agree
Agree

When
work is
hard I
feel like I
am not
that
smart.

Smart
people
dont
have to
try hard.

Disagree Agree
Not Sure Disagree
Disagree Agree

GENDER DIFFERENCES IN MATH ACHEIVEMENT

20

Appendix D: Math Anxiety Assessment

Name _______________
Content
How would you feel if
your teacher asked
you to build a house
with blocks?
How do you feel when
your teacher asks you
identify shapes?

How do you feel when

you are asked to
measure something?

How do you feel when

you are asked to do a
puzzle quickly?

How do you feel when

you are asked to
create a picture with
shapes?

Unsure

Worried

GENDER DIFFERENCES IN MATH ACHEIVEMENT

21

Appendix E: Growth Mindset Assessment

Name ______________

Agree
I cant change how smart I am.

I can always get smarter at

something.

I like work that makes me think

hard.

I like work that is easy to do.

I like learning even when I make

mistakes.

I like my work when I can do it

without making mistakes.

When work is hard I feel like I am

not that smart.

Disagree Not Sure

GENDER DIFFERENCES IN MATH ACHEIVEMENT

Smart people dont have to try hard.

22