References
- Boaler, J. (1997). Reclaiming school mathematics: The girls fight back. Gender and Education, 9(3), 285-306. https://doi.org/10.1080/09540259721268
- Cho, E. H., & Hwang, S. H. (2019). Exploring changes in multi-ethnic students' mathematics achievement motivation: A longitudinal study using expectancy-value theory. The Mathematical Education, 58(1), 101-120. https://doi.org/10.7468/MATHEDU.2019.58.1.101
- Cimpian, J. R., Lubienski, S. T., Timmer, J. D., Makowski, M. B., & Miller, E. K. (2016). Have gender gaps in math closed? Achievement, teacher perceptions, and learning behaviors across two ECLS-K cohorts. AERA Open, 2(4). 1-19.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
- Eccles, J. S., & Wang, M. (2016). What motivates females and males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40(2), 100-106. https://doi.org/10.1177/0165025415616201
- Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103-127. https://doi.org/10.1037/a0018053
- Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest and performance: Gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182-193. https://doi.org/10.1016/j.lindif.2016.01.002
- Ganley, C. M., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32(4), 235-242. https://doi.org/10.1016/j.appdev.2011.04.001
- Ghasemi, E., Burley, H., & Safadel, P. (2019). Gender differences in general achievement in mathematics: An international study. New Waves-Educational Research and Development Journal, 22(1), 27-54.
- Gronmo, L., Lindquist, M., Arora, A., & Mullis, I. (2015). TIMSS 2015 mathematics framework. Retrieved Jun. 3, 2020, from: https://timss.bc.edu/timss2015/downloads/T15_FW_Chap1.pdf
- Hwang, H. I., & Cho, E. L. (2012). A study on teaching-learning methods according to personal variables in the dynamic assessment of young children's mathematical learning abilities. Korean Journal of Child Studies, 33(2), 203-222. https://doi.org/10.5723/KJCS.2012.33.2.203
- Hyde, J. S. (2014). Gender similarities and differences. Annual review of psychology, 65, 373-398. https://doi.org/10.1146/annurev-psych-010213-115057
- Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494-495. https://doi.org/10.1126/science.1160364
- Jo, Y. D. (2016). Analysis on gender differences of scholastic characteristics at each achievement level in content domains. Journal of Korea Society Educational Studies in Mathematics-School Mathematics, 18(1), 15-42.
- Jordan, N. C., Kaplan, D., Olah, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153-175. https://doi.org/10.1111/j.1467-8624.2006.00862.x
- Kim, D. H., & Law, H. (2012). Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling. International Journal of Educational Development, 32(1), 92-103. https://doi.org/10.1016/j.ijedudev.2011.02.009
- Kim, S. H. (2007). Analysis of basic competency for basic mathematics and background by gender. The Mathematics Education, 46(1), 33-52.
- Ko, J. H., Do, J. H., & Song, M. Y. (2008). An analysis of the gender difference in national assessment of educational achievement of mathematics. Journal of Educational Research in Mathematics, 18(2), 179-200.
- Korean Educational Development Institute (2018). Korean education statistics service report Retrieved Jun. 27, 2020 from: https://kess.kedi.re.kr/eng/publ/publFile/pdfjs?survSeq=2018&menuSeq=3645&publSeq=44&menuCd=79976&itemCode=02&menuId=3_2_1&language=undefined
- Kwon, O. N., & Park, K. M. (1995). Gender differences in mathematics achievement. Korean Association of Women's Studies, 11, 202-232.
- Lee, B. J. (2009). The trend of gender differences in variability in national assessment of educational achievement on mathematics. Journal of Educational Research in Mathematics, 19(2), 273-288.
- Lee, K. H., & Hwang, S. W. (2019). A study on the correlation between mathematics anxiety and mathematics achievement in high school students. The Mathematical Education, 58(3), 337-346. https://doi.org/10.7468/mathedu.2019.58.3.337
- Lee, K. S., & Park, I. Y. (2015). Characteristics on gender difference of Korean students in TIMSS mathematics assessment. The Journal of Curriculum and Evaluation, 18(1), 155-183. https://doi.org/10.29221/jce.2015.18.1.155
- Lee, S. J. (2019). An analysis of gender differences in primary, middle school and college students' academic achievements in mathematics. Journal of Educational Innovation Research, 29(2), 1-16.
- Lim, H. J., & Jun, H. R. (2017). A dynamic panel analysis of the factors influencing math achievement. Korean Journal of Sociology of Education, 27(1), 55-86. https://doi.org/10.32465/ksocio.2017.27.1.003
- Lim, H. M., & Han, J. A. (2016). Analysis of educational context variable effects on gender differences observed in PISA 2012 mathematics in Korea, Singapore, and Finland. The Journal of Educational Research in Mathematics, 26(2) 189-204.
- Liu, O. L., & Wilson, M. (2009). Gender differences in large-scale math assessments: PISA trend 2000 and 2003. Applied Measurement in Education, 22(2), 164-184. https://doi.org/10.1080/08957340902754635
- Lubienski, S. T., & Ganley, C. M. (2017). Research on gender and mathematics. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 649-666). National Council of Teachers of Mathematics.
- Ministry of Science, ICT, and Future (2016). Report on the status of women in science, engineering & technology. MSIF.
- Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. TIMSS & PIRLS International Study Center.
- Mullis, I. V. S., & Martin, M. O. (2013). TIMSS 2015 assessment frameworks. TIMSS & PIRLS International Study Center.
- Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. TIMSS & PIRLS International Study Center.
- Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O'Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 assessment frameworks. TIMSS & PIRLS International Study Center.
- Park, J. M., & Hong, S. O. (2019). Influential variables for the school readiness of preschoolers: Learning capabilities, family interaction types and maternal parenting behaviors. Korea Journal of Child Care and Education, 115, 83-108. https://doi.org/10.37918/kce.2019.03.115.83
- Ponitz, C. C., Rimm-Kaufman, S. E., Brock, L. L., & Nathanson, L. (2009). Early adjustment, gender differences, and classroom organizational climate in first grade. The Elementary School Journal, 110(2), 142-162. https://doi.org/10.1086/605470
- Ryu, J. H. (2008). The impact of classroom environment and gender gap of digital textbook for mathematics of elementary school on achievement and media perception. Journal of Educational Technology, 24(3), 53-83. https://doi.org/10.17232/KSET.24.3.53
- Suh, B. E., & Lee, K. S. (2012). The analysis of cause of gender gap in items of 6th grade National Assessment of Educational Achievement. Education of Primary School Mathematics, 15(1), 13-29. https://doi.org/10.7468/JKSMEC.2012.15.1.013
- Ursini, S., & Sanchez, G. (2008). Gender, technology and attitude towards mathematics: a comparative longitudinal study with Mexican students. ZDM, 40(4), 559-577. https://doi.org/10.1007/s11858-008-0120-1
- Weldeana, H. N. (2015). Gender positions and high school students' attainment in local geometry. International Journal of Science and Mathematics Education, 13(6), 1331-1354. https://doi.org/10.1007/s10763-014-9548-7
- Zhu, J., & Chiu, M. M. (2019). Early home numeracy activities and later mathematics achievement: early numeracy, interest, and self-efficacy as mediators. Educational Studies in Mathematics, 102(2), 173-191. https://doi.org/10.1007/s10649-019-09906-6