This study examined sex differences in quantitative ability, attitude toward arithmetic, and locus of control as variables that may affect mathematical learning. Subjects were 48 fifth and sixth grade students in one school. Intellectual ability and mathematical achievement levels were controlled. Independent group comparisons with sex and mathematical achievement grade level were examined to determine if significant differences existed between groups. Significant differences were evident on only a single comparison. Subjects below grade level in mathematics scored significantly lower than those at grade level on the operations portion of the Stanford Diagnostic Arithmetic Test.
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