A study of the interaction of socioeconomic groups and sex factors with the discrepancy between anticipated achievement and actual achievement in elementary school mathematics

Abstract

America is proudly committed to the education of all the children in our nation. This results in challenging problems for the classroom teacher who wishes to give the best instruction to every child. Children of different socioeconomic backgrounds may be found in the same classroom, but there is little information as to the effect of socioeconomic status on achievement in elementary mathematics. Arithmetic tests reveal a child's achievement; but they do not indicate the degree to which he is measuring up to his potential with regard to his actual achievement in arithmetic, his chronological age, his grade level, and his mental ability. Boys and girls receive the same instruction, but there exists only scanty and often conflicting evidence as to whether one sex is able to attain higher achievement levels generally in mathematics than the other sex. Little information is available concerning the ability of children in varying socioeconomic groups to achieve in the two different kinds of learning in elementary mathematics: problem solving and computational work. Do socioeconomic status or sex differences have an effect on the ability of children to achieve in problem solving and computational work? The current concern with problems of education in culturally deprived areas increases the need for more information regarding this question.