Abstract
This article presents results of a re-analysis of four quantitative empirical studies on geometrical reasoning and proof at the lower secondary level. It aims at identifying possible gender effects with respect to this competency. The re-analysis encompasses data of nearly 2800 students from grade 7 respectively grade 8. The results confirm those of some international studies and suggest only minor gender differences. They explain a comparably small amount of the variance in mathematical performance.
Originalsprache | Deutsch |
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Seiten (von - bis) | 148-167 |
Seitenumfang | 20 |
Fachzeitschrift | Journal fur Mathematik-Didaktik |
Jahrgang | 28 |
Ausgabenummer | 2 |
DOIs | |
Publikationsstatus | Veröffentlicht - 2007 |
Extern publiziert | Ja |