Prior knowledge of students in analytical geometry in terms of gender analyzed using the Rasch model

Abstract

The purpose of this study is to describe the prior mathematical proficiency of students in terms of gender analyzed by the Rasch model. Participants consisted of a class of second-semester students who contacted analytic geometry courses comprised of 11 men and 29 women at one of the universities in Indonesia. The research instrument was a test item describing five questions about points and lines in the plane. The results showed students answered questions according to their level of ability, and there was no gender bias. Therefore in learning that will carried out in groups should be heterogeneous from the prior level of mathematical and gender prior knowledge.