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This causal comparative study was designed to investigate students' mathematical problem solving achievement and attributions for success and failure in mathematics by gender. Sixty-two third grade students completed a mathematics problem solving test. There were no significant differences in mathematical problem solving achievement by gender. The students' perceptions of the causes of their performance in mathematics were measured using the Mathematics Attribution Scale (MAS). The students rated the strength of each attribute as an explanation for failure and success events. There were no significant differences for failure events by gender. A statistical significance between gender and attributions for success was discovered. Males attributed their success in mathematics to ability significantly more than females. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2002 .F37. Source: Masters Abstracts International, Volume: 41-04, page: 0899. Adviser: Linda McKay. Thesis (M.Ed.)--University of Windsor (Canada), 2002.
Farrand, Melissa Rae., "Gender and achievement in mathematical problem solving and attributions for mathematical achievement in grade three students." (2002). Electronic Theses and Dissertations. 2190.