Department of Sociology and Anthropology, Tel Aviv University, Ramat Aviv, Tel Aviv 69978, Israel.
Soc Sci Res. 2013 Mar;42(2):432-45. doi: 10.1016/j.ssresearch.2012.10.001. Epub 2012 Oct 23.
We argue that between-country variations in the gender gap in mathematics are related to the level of educational system standardization. In countries with standardized educational systems both genders are exposed to similar knowledge and are motivated to invest in studying mathematics, which leads to similar achievements. We hypothesize that national examinations and between-teacher uniformity in covering major mathematics topics are associated with a smaller gender gap in a country. Based on Trends of International Mathematical and Science Study (TIMSS) 2003, we use multilevel regression models to compare the link of these two factors to the gender gap in 32 countries, controlling for various country characteristics. The use of national examinations and less between-teacher instructional variation prove major factors in reducing the advantage of boys over girls in mathematics scores and in the odds of excelling. Factors representing gender stratification, often analyzed in comparative gender-gap research in mathematics, are at most marginal in respect of the gap.
我们认为，国家间数学性别差距的差异与教育系统标准化水平有关。在教育系统标准化的国家，两性都接触到类似的知识，并被激励投资学习数学，从而取得类似的成就。我们假设国家考试和教师在主要数学主题上的一致性与国家数学性别差距较小有关。基于国际数学和科学趋势研究（TIMSS）2003 年的数据，我们使用多层次回归模型比较了这两个因素与 32 个国家数学性别差距的联系，同时控制了各种国家特征。使用国家考试和较少的教师教学差异证明是减少男生在数学成绩和优秀成绩上相对于女生优势的主要因素。在数学性别差距的比较研究中经常分析的性别分层因素，在差距方面最多只是次要的。
