Abstract
The chapter examined data from the Second International Mathematics Study (SIMS), for Population A (range of age 12 to 13) and for Population B (range of age 17 to 19). Multivariate analyses of variance revealed that achievement differences among countries were much greater than gender differences. The findings are discussed in light of responses to questions about learning experiences, parental and teacher support, perception of the place of mathematics in the pursuit of higher education, and other factors that are considered influential in mathematics achievement.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
