Examining gender differences in mathematics achievement on the Third International Mathematics and Science Study (TIMSS

This dissertation study updates and adds to the literature examining gender differences in mathematics achievement. Specifically, Third International Mathematics and Science Study (TIMSS) data from the 8th and 12th grades were analyzed to investigate mathematics achievement differences for males and female in international and US contexts. In the first three analyses, the study examined gender differences by percentiles of performance, by the cognitive processes involved in solving the mathematics problems, and by item format. In general, the cross-country analyses revealed few gender differences in the 8th grade with increasing gender differences in mathematics achievement favoring males developing by the 12th grade. Gender differences in the US were considerably smaller than the international differences at both grades 8 and 12, which is consistent with recent research findings showing a narrowing of the gender gap in the US.;The study also included a Gender Difference Index (GDI) item analysis, with an expert panel review of items exhibiting the greatest gender differences. The examination of items with the greatest gender differences internationally at both grades 8 and 12 showed that males tended to have higher achievement than females on items involving spatial representation, proportionality, measurement, and problems with no immediate formula. At grade 8, females outperformed males on items involving reading graphs, computation, and algorithmic problem solving. At grade 12, there were no items where females outperformed males, on average, internationally. An examination of achievement on the same items given to both 8th and 12th grade students showed gender differences in the 12th grade internationally, when no differences appeared on these items at the 8th grade.;Finally, attitudinal and contextual data from TIMSS background questionnaires were examined. Internationally and in the US, 8th and 12th grade females reported spending more time out-of-school studying mathematics than males. Eighth grade males reported being more likely than females to agree that it was important to do well in mathematics to please their parents, and to get a desired job. More 12th grade males than females reported that they would like a job in mathematics or a mathematics-related field.