Boey Kok Leong an - NIE Digital Repository

ReasoningGeo 10 1 1 10 5 27Num 8 2 1 13 4 28Alg 12 1 0 4 0 17Data 3 1 0 3 1 8Geo 7 1 0 3 1 12Num 4 1 0 2 1 8Total 103 23 2 61 25 214Alg: Algebra Data: Data and Chance Geo: Geometry Num: NumberConclusionFemale students have generally been the disadvantaged group worldwide.Although, there has been a narrowing of the gender gap, gender differences still existin many parts of the word. This brief overview of the gender-related data aboutperformance in mathematics of students from Singapore demonstrates that femalestudents are doing fairly well when compared to their male counterparts. In fact, thebetter performance of female students has not been considered an issue by the policymakers. One may ask: what are the implications of better performance by femalestudents and better female scores by students in certain specific teacher-studentgroups for policy and teacher education? However, it would certainly be valuableknowledge to the mathematics education community to know how certain types ofitems, in certain content domains and testing certain specific cognitive domains areapproached and successfully or unsuccessfully completed by the two genders.ReferencesAdams, D. (2002). Education and national development: Priorities, policies, andplanning. Hong Kong: Asian Development Bank.Foy, P. & Olson, J.F. (Eds.). (2009). TIMSS 2007 International Database and UserGuide. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.Martin, M. O. (Ed.) (2005). TIMSS 2003 User guide for the international database.Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.Mullis, I. Martin, M. O., V. S, & Foy, P. (2004). TIMSS 2003 International MathematicsReport. Boston, MA: TIMSS & PIRLS International Study CentreMullis, I. Martin, M. O., V. S, & Foy, P. (2008). TIMSS 2007 International MathematicsReport. Boston, MA: TIMSS & PIRLS International Study CentreCopyright (c) 2010 Boey Kok Leong and Jaguthsing Dindyal. The authors grant a nonexclusivelicense to the organisers of the EARCOME5, Japan Society of MathematicalEducation, to publish this document in the Conference Proceedings. Any other usageis prohibited without the consent or permission of the authors.