UNDERSTANDING SEX-DIFFERENCES IN THE COMPONENTS OF MATHEMATICS ACHIEVEMENT

This study involved administering for two academic years Reading Compr ehension and Mathematics tests of a standardized battery to 253 Grade 10 students from one school. Factor matrices using microcomponents of the two tests for boys and girls were highly similar. While reading co mprehension was a significant predictor of the problem-solving compone nt for boys, it was not for girls. Also, significant differences in fa vor of boys were found on all three process components, on all but two content components, and on five microcomponents. Patterns of observed differences were similar for the two years. Results are related to th e emerging theory of sex differences in mathematics, and specific rese arch and practical implications are discussed.