基于初中数学学业成绩的男性更大变异假设研究

Study of the Greater Male Variability Hypothesis in Regional Quality Testing Project of Mathematics Achievement in Mainland

数学学业成绩的性别差异问题一直是数学教育研究者们关注的重点内容.对中国东中西部地区学生连续两年学业成绩的研究分析发现：女生学业成绩整体表现好于男生,成绩之间具有显著性差异;男女生总体成绩和各维度成绩的方差比普遍大于1,整体上支持了男性更大变异假设;低学业水平学生中男生比例明显大于女生.造成男女性别差异有多重原因,需要进一步的理论分析和实证研究.

This study focused on the greater male variability hypothesis of Mathematics Achievement in mainland of China. 250000 eight-grade students participated in this Mathematical Achievement assessment. Results using the boy/girl variance ratio（VR） generally supported the hypothesis that boys have greater variability than girls in Mathematical Achievement performance. However, results using the boy/girl ratios from different regions of the Mathematical Achievement score distribution revealed different conclusions. Differences exist between boys and girls in the central region and the lower extremes. This article also discussed implications of the findings theoretically and practically.