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Table 2B: Comparison of TIMSS 2003 Grade 4 Mean Mathematics Scoresby Teacher/Student GenderChineseTaipeiF/G F/B M/G M/BHong Kong,SARF/G F/B M/G M/BF/G ○ ○ ▲ ○ F/G ○ ○ ○ ○F/B ○ ○ ▲ ○ F/B ○ ○ ○ ○M/G ▼ ▼ ○ ○ M/G ○ ○ ○ ○M/B ○ ○ ○ ○ M/B ○ ○ ○ ○Japan F/G F/B M/G M/B Singapore F/G F/B M/G M/BF/G ○ ○ ○ ○ F/G ○ ○ ▲ ▲F/B ○ ○ ○ ○ F/B ○ ○ ▲ ▲M/G ○ ○ ○ ○ M/G ▼ ▼ ○ ○M/B ○ ○ ○ ○ M/B ▼ ▼ ○ ○F: Female teacher M: Male teacher B: Boy G: GirlAn arrow pointing upwards indicates the group in the row has a significantly higher mean score than thecorresponding group in the column. A downward arrow indicates a significantly lower mean score (of therow group relative to the column group).Table 3A: TIMSS 2007 Grade 8 Mean Scores by Teacher/Student GenderCountry F/G F/B M/G M/BChisquarevaluep-Chinese Taipei 600 (5.2) 597 (6.2) 597 (8.2) 600 (9.6) 0.013 0.9092Hong Kong,SAR597 (7.4) 565 (16.9) 568 (7.2) 569 (8.9) 0.4453 0.5046Japan 572 (6.8) 578 (5.2) 565 (4.7) 568 (4.3) 0.0048 0.9445Rep of Korea 601 (4.5) 600 (4.6) 581 (4.8) 598 (6.0) 0.1225 0.7264Singapore 604 (5.0) 590 (6.0) 595 (9.1) 577 (8.6) 0.0098 0.9213( ) Standard errors appear in parenthesisF: Female teacher M: Male teacher B: Boy G: GirlTable 3B: Comparison of TIMSS 2007 Grade 8 Mean Mathematics Scores byTeacher/Student GenderChinese TaipeiHong Kong,F/G F/B M/G M/B& JapanSARF/G F/B M/G M/BF/G ○ ○ ○ ○ F/G ○ ○ ▲ ▲F/B ○ ○ ○ ○ F/B ○ ○ ○ ○M/G ○ ○ ○ ○ M/G ▼ ○ ○ ○M/B ○ ○ ○ ○ M/B ▼ ○ ○ ○Rep of Korea F/G F/B M/G M/B Singapore F/G F/B M/G M/BF/G ○ ○ ▲ ○ F/G ○ ○ ○ ▲F/B ○ ○ ▲ ○ F/B ○ ○ ○ ○M/G ▼ ▼ ○ ▼ M/G ○ ○ ○ ○M/B ○ ○ ▲ ○ M/B ▼ ○ ○ ○F: Female teacher M: Male teacher B: Boy G: GirlAn arrow pointing upwards indicates the group in the row has a significantly higher mean score than thecorresponding group in the column. A downward arrow indicates a significantly lower mean score (of therow group relative to the column group).
In TIMSS 2003, girls outperformed boys at grade 4 in the knowledge andapplying cognitive domains in Singapore (see Table 4) Internationally as well asChinese Taipei, Hong Kong and Japan, girls performed as well as the boys. 4 yearslater in TIMSS 2007, more differences were noted. In each of the 3 cognitive domains,girls had higher achievement scores in Mathematics than boys at grade 8, both inSingapore and internationally (see Table 5), as well as girls from Hong Kong in theApplying domain.Table 4: Average Achievement in the Mathematics Cognitive Domains by Gender atGrade 4 in TIMSS 2003CountryKnowledge Applying ReasoningGirl Boy Girl Boy Girl BoyChinese Taipei 564 (2.4) 566 (2.6) 561 (2.0) 562 (2.2) 565 (2.6) 562 (2.7)Hong Kong SAR 574 (3.9) 573 (3.6) 576 (3.5) 577 (3.5) 565 (4.0) 563 (3.8)Japan 565 (2.6) 564 (3.0) 563 (2.6) 569 (2.3) 559 (2.1) 564 (2.6)Singapore 632 (6.4) ▲ 620 (7.2) 599 (5.8)▲ 590 (6.6) 578 (6.2) 570 (6.8)International Avg 496 (0.9) 495 (0.9) 494 (0.8) 497 (0.8) 496 (0.9) 495 (0.8)( ) Standard errors appear in parenthesisSource: Exhibits 3.1, 3.2 & 3.3 in (Mullis, 2004)▲Mean achievement significantly higher than the other gender in that domain.Table 5: Average Achievement in the Mathematics Cognitive Domains by Gender atGrade 8 in TIMSS 2007CountryKnowledge Applying ReasoningGirl Boy Girl Boy Girl BoyChinese Taipei 592 (4.3) 593 (4.9) 596 (4.5) 592 (5.6) 591 (4.4) 592 (5.1)Hong Kong SAR 573 (4.9) 564 (8.1) 580 (4.8) ▲ 567 (7.3) 563 (5.0) 551 (7.9)Japan 562 (3.2) 569 (2.9) 560 (2.8) 560 (3.3) 568 (3.4) 567 (3.5)Rep of Korea 592 (3.7) 598 (3.4) 597 (3.7) 596 (2.8) 577 (3.1) 580 (2.7)Singapore 600 (3.9) ▲ 586 (4.4) 590 (3.8) ▲ 573 (4.2) 586 (4.6) ▲ 571 (4.9)International Avg 452 (0.6) ▲ 450 (0.6) 454 (0.6) ▲ 447 (0.6) 471 (0.6) ▲ 465 (0.7)( ) Standard errors appear in parenthesisSource: Exhibit 3.3 in (Mullis, 2008)▲Mean achievement significantly higher than the other gender in that domain.In TIMSS 2003, girls at grade 4 outperformed boys in Geometry and Data inSingapore and internationally (see Table 6). The same cohort of students continued toshow this trend in TIMSS 2007 grade 8 (see Table 7). Girls in Singapore performedbetter than boys grade 4 in Number topics but there was no difference 4 years later.We also noted that the gap between boys and girls in Japan seemed to have widened.It was the reverse for Algebra 1 .1 We compare results between topics in Patterns and relationship at grade 4 with Algebra at grade 8.
Page 1 and 2: TitleSingapore students’ trend in
Page 3: FindingsTeachers’ genderFor TIMSS
Page 7 and 8: Table 8: Index of Grade 8 Students'
Page 9: ReasoningGeo 10 1 1 10 5 27Num 8 2

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