数学成就的性别差异

数学成就的性别差异是多年来广受关注的问题。长期以来人们多关注男性、女性数学成就水平的高低, 而近年来研究结果一方面揭示出总体上男性和女性数学成就的平均水平差异很小, 呈现出相似性多于差异性的特点; 同时也显示男性内部变异比女性更大, 男性在高数学成就者中占多数。数学成就性别差异的大小和方向受到评分系统、测验组织形式、测验内容和难度的影响。数学成就性别差异的形成是心理、生物、社会文化等方面多因素综合作用的结果。近期研究探讨了年龄、遗传和进化、激素和脑、刻板印象威胁、社会性别公平和时代等因素在数学成就性别差异的形成中的作用。未来对数学成就性别差异的研究应注意开展追踪研究, 关注低数学能力者, 进一步探讨复杂数学加工机制的性别差异, 建立数学成就性别差异形成机制的综合模型, 并在更广阔的社会文化背景下开展研究。

Gender Differences in Mathematics Achievement

Gender difference in mathematics achievement is of great significance for understanding gender related psychology and social policy making. Previous studies have mainly focused on the group mean differences between males and females on mathematics achievement. However, recent studies reveal greater within-group variability for males and more similarities than differences between males and females on mathematics achievement. Gender differences in mathematics achievement vary substantially in magnitude and direction by scoring systems, the test content, the degree of difficulty and the test organization and format. A variety of psychological, biological and socio-cultural factors may account for gender differences in mathematics achievement. Among them, the effects of age, hormones and brain structure and function, gene and evolution, stereotype threat, societal gender equity, and time have important implications for understanding the gender differences in mathematics achievement. Future research may employ more longitudinal design, pay more attention to those with lower level of math achievement, explore the neural mechanisms for complex mathematical problem solving, and examine gender issues in broader socio-cultural contexts.