Geometry Proof Writing: A New View of Sex Differences in Mathematics Ability

Abstract

A study of 1,364 students in 74 senior high school classes in which geometry proof was taught found equal ability among males and females to write geometry proofs. These results held as well for select high-achieving subsamples. These findings and data from other recent studies suggest that girls and boys perform equally well even on complex mathematical tasks if both in-class and out-of-class exposure to the tasks is equal. Sex differences in mathematics performance favoring males have been reported for many years (Maccoby and Jacklin 1974). Until recently, studies rather consistently indicated that, although no systematic sex differences in performance are observed in young children, by early adolescence boys begin to surpass girls on many mathematical tasks, and by the end of high school the gap between males and females is both statistically and educationally significant. Yet some recent studies report declines in differences or no differences at all (Armstrong 1981). The largest and most consistent sex differences reported have been on so-called high-level cognitive tasks such as applications of mathematics in real-world situations or problem solving. These differences seem particularly marked among higher-ability students (Benbow and Stanley 1980/81). Often differences in performance are attributed to sex differ-? 1983 by The University of Chicago. All rights reserved.