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This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications and Math Computation subtests of the KTEA-3 were factor analyzed and revealed five error factors. Multiple ANOVA of the error factor scores showed that, across both age categories, female and male mean scores were not significantly different across four error factors: math calculation, geometric concepts, basic math concepts, and addition. They were significantly different on the complex math problems error factor, with males performing better at the p ¡ .05 significance level for the 6 to 11 age group and at the p ¡ .001 significance level for the 12 to 19 age group. Implications in light of gender stereotype threat are discussed.

@article{stewart_biological_2017, title = {Biological gender differences in students’ errors on mathematics achievement tests}, volume = {35}, issn = {0734-2829, 1557-5144}, url = {http://journals.sagepub.com/doi/10.1177/0734282916669231}, doi = {10.1177/0734282916669231}, abstract = {This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts \& Applications and Math Computation subtests of the KTEA-3 were factor analyzed and revealed five error factors. Multiple ANOVA of the error factor scores showed that, across both age categories, female and male mean scores were not significantly different across four error factors: math calculation, geometric concepts, basic math concepts, and addition. They were significantly different on the complex math problems error factor, with males performing better at the p ¡ .05 significance level for the 6 to 11 age group and at the p ¡ .001 significance level for the 12 to 19 age group. Implications in light of gender stereotype threat are discussed.}, language = {en}, number = {1-2}, urldate = {2019-10-07}, journal = {Journal of Psychoeducational Assessment}, author = {Stewart, Christie and Root, Melissa M. and Koriakin, Taylor and Choi, Dowon and Luria, Sarah R. and Bray, Melissa A. and Sassu, Kari and Maykel, Cheryl and O’Rourke, Patricia and Courville, Troy}, month = feb, year = {2017}, note = {Citation Key Alias: lens.org/011-409-156-888-388, pop00119 tex.type: [object Object]}, keywords = {dept.csp}, pages = {47--56}, }

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