Abstract:
The question whether the sex of the person concerned is a factor in the differences that exist between the two sexes in their participation and achievement in mathematics has often been the subject of research. So far no clear pattern of differences could be established. New factors are constantly being considered but these only tend to complicate the issue rather than to provide an answer. It has, for example, been postulated that the sexes employ different patterns of attribution for success and failure in mathematics which has a bearing on their success. Research has, however, yielded conflicting results. Most people stereotype mathematics as a male reserve, and the extent to which sex role stereotypes may be the cause of the differences has been investigated. The distinction between what is regarded as typically male or female conduct is no longer of any cardinal importance to society, and the sexes are far more free to experiment across the dividing line of what is proper for them. This could explain the conflicting results emerging from research. In addition to the difference between the sexes in achievement in mathematics and patterns of attribution for such success and failure, this research proposes to investigate the differences between the four sex role stereotypes (androgynous, male, female and undifferentiated) in this respect. Not one of the hypotheses formulated from the aforegoing rendered significant results. In the discussion a few factors that could influence achievement in mathematics are considered. The manner and time of the selection of the sample probably had a bearing on the results. This and other possible causes are discussed in the critical analysis of the thesis.
