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Peer reviewedLow, Renae; Over, Ray – Journal of Educational Psychology, 1993
Female tenth graders (n=217) were less likely than male tenth graders (n=219) to identify missing or irrelevant information in algebra problems. Female eleventh graders (n=234) were less likely than male eleventh graders (n=287) to solve problems with irrelevant information. Results indicate sex differences in knowledge of problem structure. (SLD)
Descriptors: Ability, Algebra, Comparative Testing, Females
