Gender Differences In Mathematics Performance Research Articles

Gender Differences in Cognitive Abilities in Human Adults

Modern world of globalization and unification is of particular interest considering the rapid changes in men's and women's dispositions and engagement in societal institutions. According to these contemporary developments of the psychosocial context, cognitive differences between females and males may also be changing. The aim of this study was to update findings from the last two decades regarding gender differences in cognitive abilities. Major updated results confirm earlier studies and demonstrate relevant gender differences in spatial abilities, verbal skills, emotional processing and executive functions. Like earlier studies, the new data also show small to trivial gender differences in mathematics performance, yet gender effects on complex problem solving are found to be smaller than in 1990 meta-analyses. The updated data confirm that gender differences in cognitive abilities do exist despite the increasing unification of men's and women's involvement in psychosocial contexts. Moreover, new scientific approaches demonstrate that these gender-specific cognitive differences are grounded on hormonal, neuroanatomical and neurofunctional substrates emphasizing their biological origin. Although the psychosocial interaction is of relevance, the primary biological basis of gender differences should be very strongly and carefully considered.

Relationships Between Mathematics Performance and Attitude to Mathematics: Influences of Gender, Test Anxiety, and Working Memory.

Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. Moreover, both gender and chosen course of study (sciences vs. humanities) appeared likely to influence students’ attitudes to mathematics. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. and mental and written arithmetic. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. The other variables were not strongly associated with one another. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety.

Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study.

Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students.

Gender, education, and career in the Arab world: A literature review

The underrepresentation of females in certain fields has been studied extensively in many countries. Similar to other parts of the World, the number of females graduating each year from universities in the Arab World now exceeds the number of males, yet gender differences in educational fields persist. The objective of this study is to review the extant literature on the gender gap in science, technology, engineering, and mathematics (STEM) in the Arab World. The review synthesizes the findings of 86 articles that were published in journals and conference proceedings. This review explores gender differences in mathematics performance, math anxiety, self-concept, and occupational career choices. The review also explores social barriers that contribute to the underrepresentation of females in STEM fields. The study highlights differences between results obtained in the Arab World and results obtained in Western countries while also noting the differences between the Arab countries themselves. Finally, the study suggests directions for future research.

Gender Differences in Mathematics Performance of Secondary School Students in Obio/Akpor Local Government of Rivers State, Nigeria

Gender Differences in Mathematics Performance of Secondary School Students in Obio/Akpor Local Government of Rivers State, Nigeria

Gender similarities in the brain during mathematics development

Some scientists and public figures have hypothesized that women and men differ in their pursuit of careers in science, technology, engineering, and mathematics (STEM) owing to biological differences in mathematics aptitude. However, little evidence supports such claims. Some studies of children and adults show gender differences in mathematics performance but in those studies it is impossible to disentangle intrinsic, biological differences from sociocultural influences. To investigate the early biology of mathematics and gender, we tested for gender differences in the neural processes of mathematics in young children. We measured 3–10-year-old children’s neural development with functional magnetic resonance imaging (fMRI) during naturalistic viewing of mathematics education videos. We implemented both frequentist and Bayesian analyses that quantify gender similarities and differences in neural processes. Across all analyses girls and boys showed significant gender similarities in neural functioning, indicating that boys and girls engage the same neural system during mathematics development.

Gender Differences in Mathematics Performance among Undergraduate Engineering Students: The Case of Bahir Dar University

In all developing countries like Ethiopia, mathematics education plays an important role for the future. For an all-round contribution, there is a need to involve both men and women in mathematical knowledge. This study focused on the gender differences in Performance in mathematics among undergraduate engineering students. The study emphasized on the influence of gender on students’ mathematics performance. This study examined gender differences in the performance of undergraduate engineering students in mathematics in Bahir Dar University. A sample of 236 students of which 158 males and 78 females were conveniently selected from first-year undergraduate engineering students in which the researchers were assigned to teach. The design for the study was a descriptive survey. In the study, students’ performance in mathematics for engineering students’ scores were collected directly from the office of the registrar, Bahir Dar University and were analyzed using the t-test using SPSS tools. Based on the findings of the study, there was no statistically significant difference in their performance.

Gender similarities in the brain during mathematics development

Some scientists and public figures have hypothesized that women and men differ in their pursuit of careers in science, technology, engineering, and mathematics (STEM) owing to biological differences in mathematics aptitude. However, little evidence supports such claims. Some studies of children and adults show gender differences in mathematics performance but in those studies it is impossible to disentangle intrinsic, biological differences from sociocultural influences. To investigate the early biology of mathematics and gender, we tested for gender differences in the neural processes of mathematics in young children. We measured 3–10-year-old children’s neural development with functional magnetic resonance imaging (fMRI) during naturalistic viewing of mathematics education videos. We implemented both frequentist and Bayesian analyses that quantify gender similarities and differences in neural processes. Across all analyses girls and boys showed significant gender similarities in neural functioning, indicating that boys and girls engage the same neural system during mathematics development.

Gender differences in mathematics achievement in Beijing: A meta-analysis.

The topic of gender differences in mathematical performance has received considerable attention in the fields of education, sociology, economics and psychology. We analysed gender differences based on data from the Beijing Assessment of Educational Quality in China. A large data set of Grade 5 and Grade 8 students who took the mathematical test from 2008 to 2013 (n=73,318) were analysed. Meta-analysis was used in this research. The findings were as follows. (1) No gender differences in mathematical achievement exist among students in Grade 5, relatively small gender differences exist in Grade 8, females scored higher than males, and variance of male students is larger than that of females in both Grade 5 and Grade 8. (2) Except for statistics and probability, gender differences in other domains in Grade 8 are significantly higher than those in Grade 5, and female students outperform males. (3) The ratio of students of both gender in Grade 5 and Grade 8 at the 95-100% percentile level shows no significant differences. However, the ratio of male students is significantly higher than that of females at the 0-5% percentile level. (4) In Grade 5, the extent to which females outperformed males in low SES group is larger than that in higher SES groups, and in Grade 8, the magnitude of gender differences in urban schools is smaller than that in rural schools. There is a small gender difference among the 8th graders, with the male disadvantage at the bottom of the distribution. And gender differences also vary across school locations.

Gender Differences in Mathematics Performance: Evidence from Rural India

Gender has been among the most pervasive forms of inequality across all classes, social groups and communities especially in developing countries. Literature indicates evident gender bias in labor market opportunities including wage gap, which can be partially explained by performance in mathematics. In this context, using nationally representative data from 2011-12, this paper examines gender gap in performance in mathematics among rural children at an all-India level. Our findings from the regressions show significant gender gap in mathematics, controlling for various child, household, school or region level characteristics. This is not largely found to be observable for reading skills or writing skills. We also find the results remaining consistent across various types of households both in terms of financial conditions and demographic composition, social groups, children of different birth orders and even across the type of schools they attend. While exploring the possible reasons behind the gender gap, we fail to find the significance of innate ability. However we find indicative evidences of: worse health outcomes for girls in early childhood, possible higher participation of boys in petty works outside home or in sports, and economic aspirations along with gender role stereotyping emanating from family and society as (one or multiple) possible explanations. The policy recommendations include research in form of systematic evaluations to identify the instruments including the psychological interventions which can help in reducing the gender gap in mathematics. This is especially necessary in states including Uttar Pradesh, Tamil Nadu and Gujarat among others that do not show significant improvement in performance of girls with respect to boys over the years.

School context and gender differences in mathematical performance among school graduates in Russia

Gender differences in mathematical performance have received considerable scrutiny in the fields of sociology, economics and psychology. We analyse a large data-set of high school graduates who took a standardised mathematical test in Russia in 2011 (n = 738,456) and find no substantial difference in mean test scores across boys and girls. However, boys have a greater variance of scores and are more numerous at the top of the distribution. We apply quantile regression to model the association between school characteristics and gender differences in test scores throughout the distribution of test scores. Male advantage in test scores, particularly at the top of the distribution, is concentrated in cities and in the schools with an advanced curriculum. In other high schools, especially in the countryside, gender differences in all parts of the distribution are small. We suggest several mechanisms based on selection and school effects that account for our findings.

Gender Differences in Mathematical Performance and the School Context: Evidence from Russia

Gender differences in mathematical performance have been long debated in psychology, economics, and sociology. We contribute to this literature by analyzing a large data set of high school graduates who in 2011 took a standardized mathematical test in Russia (n = 738,456). We find no substantial difference in mean test scores of boys and girls. However, boys have a greater variance of scores and are more numerous at the top of the distribution. We apply quantile egression to model the association between school characteristics and gender differences in test scores throughout the distribution. Male advantage in test scores, particularly at the top of the distribution, is concentrated in cities and in schools with the advanced curriculum. In ordinary high schools, especially in the countryside, gender differences in all parts of the distribution are very small. A separate analysis at the regional level confirms that male advantage in mean test scores is higher in more urbanized regions.

Gender Differences in Mathematics Performance in Trinidad and Tobago: Examining ‎Affective Factors

Gender Differences in Mathematics Performance in Trinidad and Tobago: Examining ‎Affective Factors

Investigating gender differences in mathematics performance and in self‐regulated learning

PurposeThe purpose of this paper is to investigate gender differences in mathematics performance and in self‐regulated learning (SRL) in Malta.Design/methodology/approachA representative sample of 400 Grade 11 students (aged 14‐15) attending Maltese mixed‐ability schools undertook a mathematics test and responded to a questionnaire. The resulting performance and SRL measures were used to answer four questions empirically.FindingsGirls performed significantly better than boys (r = 0.2) and this difference is mainly owing to the weaker performance of low‐achieving boys. While all SRL components identified by factor analysis (self‐efficacy, intrinsic value, test anxiety and SRL strategy use) produced a significant main effect on performance, girls reported greater use of SRL strategies, boys claimed to be more self‐efficacious and intrinsically motivated while no significant gender difference was reported for test anxiety. Finally, the students' use of SRL strategies accounts for the differential performance in mathematics of Maltese boys and girls.Originality/valueThis empirical study confirms that gender differences constitute a potentially important source of variation in students' mathematics performance and in their SRL. The issue of increasing the students' use of SRL strategies emerges as a possible strategy aimed at combating gender differences in mathematics performance as well as the underachievement of students, particularly that of the low‐achieving boys in Maltese secondary schools.

Gender, culture, and mathematics performance

Using contemporary data from the U.S. and other nations, we address 3 questions: Do gender differences in mathematics performance exist in the general population? Do gender differences exist among the mathematically talented? Do females exist who possess profound mathematical talent? In regard to the first question, contemporary data indicate that girls in the U.S. have reached parity with boys in mathematics performance, a pattern that is found in some other nations as well. Focusing on the second question, studies find more males than females scoring above the 95th or 99th percentile, but this gender gap has significantly narrowed over time in the U.S. and is not found among some ethnic groups and in some nations. Furthermore, data from several studies indicate that greater male variability with respect to mathematics is not ubiquitous. Rather, its presence correlates with several measures of gender inequality. Thus, it is largely an artifact of changeable sociocultural factors, not immutable, innate biological differences between the sexes. Responding to the third question, we document the existence of females who possess profound mathematical talent. Finally, we review mounting evidence that both the magnitude of mean math gender differences and the frequency of identification of gifted and profoundly gifted females significantly correlate with sociocultural factors, including measures of gender equality across nations.

Gender Differences In Mathematics Performance: Some Fresh Insights

The widespread belief that males outperform females has been of interest not only to the social researcher but to the general public as well. It is in this view that the researchers decided to investigate if there is a significance difference in mathematics performance by gender at least at the tertiary level. Data was obtained from the Department of Mathematics and Statistics (UCC). All level 200 students who took mathematics courses constituting of 384 and 416 students for the 2004/2005 and 2005/2006 academic years respectively were used for the study. The analysis made use of the Hotelling's T test of difference of mean vectors and the chi-squared test of independence. The results of the study showed that more males offer mathematics courses more than females. However, the grades obtained did not depend on gender. The research also revealed that there is no significant difference in the performance of mathematics by gender. This and many other interesting findings are presented in this paper. Keywords: Mathematics performance, Hotelling's T2 test, Chi-Squared test of independence Gender and Behaviour Vol. 6 (1) 2008: pp. 1519-1531

Gender Similarities Characterize Math Performance

Gender differences in mathematics performance and ability remain a concern as scientists seek to address the underrepresentation of women at the highest levels of mathematics, the physical sciences, and engineering. Stereotypes that girls and women lack mathematical ability persist and are widely held by parents and teachers. Meta-analytic findings from 1990 (6) indicated that gender differences in mathematics performance in the general population were trivial, d = -.05. d = Mmales – Mfemales sw

Selected Resources for Encouraging Females in Mathematics

Girls seem to do fine in mathematics until the middle grades, when a number of factors begin to influence their mathematics achievement and attitude negatively (e.g., NCES 1997). As Yusuf (1995) points out, “Gender differences in mathematics performance are predominantly due to the accumulated effects of sex-role stereotypes in family, school, and society” (p. 187). Unfortunately, research shows that schooling exacerbates rather than improves this situation, even in the classrooms of well-meaning teachers of either gender or any ethnic background (e.g., Sadker and Sadker [1995]).

Social Categories and Student Perceptions in High School Mathematics

The plans that adolescent boys and girls make about participating in senior mathematics courses and mathematics-related careers are often at odds with their actual mathematics achievements. In contrast to explanations relating plans to gender differences in mathematics performance, mathematics participation can be explained by expectancy-value models of academic choice, based on gendered self-perceptions, task perceptions, and value judgments. This study with Year 10 Australian students (N= 199) added to an expectancy-value model the students' current course levels that act as salient social categories. The results suggest that intervention programs need to target perceptions by girls and boys about mathematical talent, as well as making mathematics more useful and interesting to young adults. The findings raise further questions about the stratification of students into separate mathematics courses during the early years of high school.

The interaction between item format and gender differences in mathematics performance based on TIMSS data

The interaction between item format and gender differences in mathematics performance based on TIMSS data