@article {3128348,
	title = {Gender and Performance in Mathematical Tasks: Does the Context Make a Difference?},
	volume = {6},
	year = {2008},
	month = {2008},
	pages = {677 - 693},
	abstract = {This study investigates how the context of mathematical tasks affects the performance of young children (ages 5{\textendash}11). Subjects were 523 children from age 5 to 11. Three contexts of mathematical tasks (stereotypically boys{\textquoteright} contexts, stereotypically girls{\textquoteright} contexts and neutral contexts) are examined in three age groups (young, medium, and old). Boys{\textquoteright} and girls{\textquoteright} mean scores were compared for each age group in each of the three contexts. The data show that girls{\textquoteright} performance is affected by the context of the task while boys{\textquoteright} performance is not. The comparison between boys and girls in the three different contexts showed that in neutral contexts, the scores of boys and girls are similar. In (stereotypically) boys{\textquoteright} contexts, however, boys score significantly higher than girls. In (stereotypically) girls{\textquoteright} contexts, a significant interaction is found between age and gender, showing that the way girls are affected by such contexts depends on their age. The implications of these findings for gender-fair mathematics learning are discussed.},
	isbn = {1573-1774},
	url = {https://doi.org/10.1007/s10763-007-9086-7},
	author = {Zohar, Anat and Gershikov, Anna}
}
