Abstract
Differences between the sexes in education is something of particular interest in much research. This study sought to investigate the possible differences between the sexes in math performance, and to deeply examine the causal factors for those differences. Beginning from the administration of the BECOMA-On (Online Evaluation Battery of Mathematics Skills) to 3,795 5th year primary students aged 10–11, in 16 Spanish autonomous communities and the 2 autonomous cities of Ceuta and Melilla. The results for each sex were compared to their perceptions of self-efficacy about completing the test items, and with their interest in and motivation for mathematics. Statistically significant differences were seen in the variables examined. The boys were generally more engaged with science and technical subjects. Generalizing from studies such as this aims to more thoroughly explore, and improve this situation.
Highlights
Inequality between the sexes in education is an enormously important issue for society as a whole, for those working in the field
The origins of these inequalities may be multidimensional, such as traits, behaviors, and identities determined by socialization processes (Hadjar et al, 2014; García-Perales, 2016; Ministerio de Educación y Formación Profesional, 2019b) causing internal dissonance, on occasion led by undervaluing talent and potential (Pomar et al, 2009)
Various studies have concluded that boys get better results in tests of math performance (Bennett, 1997; Furnham et al, 1999; Pasarín et al, 2004; Chan, 2006; Sánchez et al, 2008; Llor et al, 2012; Instituto Nacional de Evaluación Educativa, 2013; Ministerio de Educación y Formación Profesional, 2019b), and that there are differences in scientific and mathematical reasoning that favor boys and men (Fox and Denham, 1974; Beltrán and Pérez, 1994; Pasarín et al, 2004; Barbero et al, 2007; Suberviola, 2012)
Summary
Inequality between the sexes in education is an enormously important issue for society as a whole, for those working in the field. Various studies have concluded that boys get better results in tests of math performance (Bennett, 1997; Furnham et al, 1999; Pasarín et al, 2004; Chan, 2006; Sánchez et al, 2008; Llor et al, 2012; Instituto Nacional de Evaluación Educativa, 2013; Ministerio de Educación y Formación Profesional, 2019b), and that there are differences in scientific and mathematical reasoning that favor boys and men (Fox and Denham, 1974; Beltrán and Pérez, 1994; Pasarín et al, 2004; Barbero et al, 2007; Suberviola, 2012).
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