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Degree

Master of Education (M.Ed.), Cedarville University, Education Department, 2002.

Abstract

Much research identifies a gender gap in mathematics, and some research points to single-gender math classrooms as a solution to the math gender divide. The author conducted a seven week study in which she divided fifty fifth grade students into single-gender mathematics classes. She wanted to examine if single-gender math classes affected the math achievement and attitudes of her female students. Upon completion of the study the author found there was no statistical significance in the girls’ achievement between a single-gender classroom and a coeducational classroom. There was a significant difference in the girls’ perceptions as to how they best learn math.

Subject Headings

Education, Mathematics

Keywords

mathematics; gender equity; education

Advisor

Stephen S. Gruber

Pages

104p.

Document number: cedar1033047176
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=cedar1033047176

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