Abstract
Given that early maths skills are crucial predictors of later academic success, the results from the latest maths SIMCE (System for Measurement of Quality in Education) are cause for alarm. These results reveal a concerning setback in gender equality in mathematical learning, particularly affecting girls from low socioeconomic status (SES) backgrounds. Neuroscience indicates that both men and women share a similar biological basis for mathematical learning. Hence, the observed gender gap may be attributed to social beliefs associating mathematics more with masculinity than femininity. In Chile, studies have demonstrated that these beliefs are prevalent among teachers, families, and children as young as 5 years old, even more so than in other countries. It is also evident that these beliefs vary based on gender and SES. To design effective early interventions, it is crucial to understand the nature of these beliefs through genuine listening and active participation of children in research studies.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
