Sex differences in mathematics problem appeal as a function of problem context

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Previous research has assumed that sex-determined leisure time occupations and interests can be translated to mathematics problem settings, and that appropriately worded problems have a sex-determined differential meaningfulness to boys and girls. Boys (N=143) and girls (N=129) from ten different coeducational high schools in the metropolitan area of Melbourne, Australia, filled out an experimental context preference assessment measure. It was shown that activities of sex-differentiated interest and appeal in everyday situations could be translated to a mathematics problem setting and retain this differential appeal for boys and girls.

Original languageEnglish
Pages (from-to)351-353
Number of pages3
JournalJournal of Educational Research
Issue number8
Publication statusPublished - 1 Jan 1974

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