Equity in Maths: Mechanisms Underlying the Sharpening of the Gender Gap

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.