Students' performance on graphics-rich mathematics tasks: Interactions between gender and culture

This study compared the performance of Singaporean (N = 607) and Australian (N = 580) students who completed six graphics-rich mathematics tasks sourced from Australia’s national numeracy assessment program. Although Singaporean students typically perform better than Australian students on mathematics tests, these graphics tasks would be considered novel for the Singaporean students. The research design examined cross-country and gender differences among these two cohorts of students. The results of the study revealed significant performance differences in the favour of (1) the Singaporean students; and (2) males on these graphics items. In addition, interaction effects were revealed in relation to gender and country on graphics tasks that required visual recognition and the rotation or orientation of objects. Findings include recognition that out-of-school learning maybe influential in student performance