Gender Differences In Mathematics Research Articles

45 Gender Differences in Mathematics and its Cognitive and Non-Cognitive Predictors in Community College Students.

Objective:Historically, numerous studies have supported a male advantage in math. While more recent literature has shown that the gender gap is either decreasing or non-significant, a gender difference remains for higher level math (high school and college) (Hyde et. al. 1990; Casey et. al. 1995). It is known that both cognitive and non-cognitive factors influence math performance. There is little evidence for gender differences in working memory (Miller & Bichsel, 2004), which is a key predictor for mathematics. There is, however, evidence for gender differences in the non-cognitive domain, including math anxiety, with females having higher levels (Miller & Bichsel, 2004; Goetz, et. al. 2013). This study evaluates gender differences in both standardized and everyday math performances, and the way that cognitive and non-cognitive factors impact math. The study is focused on a very understudied group with high levels of math difficulty, namely community college students. We expected to find gender differences in math, and expect these to be in part accounted for by gender differences in strong mathematical predictors, particularly non-cognitive factors.Participants and Methods:Participants included 94 community college students enrolled in their first math class (60 female; 34 male). Participants were administered the Kaufman Test of Educational Achievement - 3rd edition (KTEA3): Math Computation (MC) and Math Concepts Application (MCA) subtests, as well as an original Everyday Math (EM) measure which assessed their math ability in the context of common uses for math (e.g., financial and health numeracy). Additional measures included math anxiety, self-efficacy, and confidence. Finally, complex span working memory tasks were administered to assess verbal and spatial working memory. Analyses were performed using correlation and regression to examine relationships between the cognitive and non-cognitive variables and standardized and everyday math measures.Results:Correlations showed that all cognitive and non-cognitive variables are significantly correlated with all three math measures (all p < .05). There were no significant gender differences for any of the math measures, nor the working memory, or non-cognitive measures. Regression showed that across all three math outcomes, math anxiety and verbal working memory are significantly predictive of math performance. Overall R2 values were significant (range 27% to 37%, all p < .001). Working memory and math anxiety were unique predictors in all three regressions (all p < .05), but other non-cognitive variables such as self-efficacy did not show unique prediction (all p >.05).Conclusions:There was no evidence for gender differences on any studied variable. This stands in contrast to prior studies, although few studies have included community college students. On the other hand, both cognitive and non-cognitive factors were complimentary in the prediction of math outcomes, which is consistent with prior work. Among non-cognitive predictors, math anxiety was particularly prominent. This study clarifies prior conflicting work regarding gender differences, and highlights the role of both math anxiety and working memory as relevant for multiple math outcomes.

Undergraduate students’ attitudes towards mathematical proving in an introduction to proof course

Abstract In this study, we investigated undergraduate mathematics students’ (N = 267) attitudes towards proving. The students were taking an introduction-to-proof type course that was situated at the beginning of the mathematics curriculum and lasted for one term. Four attitude variables were measured at the beginning and at the end of the course with a new self-report instrument: self-efficacy, anxiety, appreciation and motivation. The instrument was based on two existing instruments on mathematics attitudes and proof-related self-efficacy. We studied how these four attitude variables were related to the students’ prior skills and their gender at the beginning of the course, how the attitude variables changed during the course, and how they affected the students’ performance in the final course project. Our results indicate that students’ prior performance is linked to their proof-related self-efficacy, anxiety and motivation at the beginning of the course. Female students exhibited lower efficacy and motivation levels than male students. During the focus course, students’ self-efficacy increased and anxiety decreased. The gender gaps in self-efficacy and motivation persisted throughout the course. In addition, high motivation in the beginning of the course predicted good performance in the final project. Based on our results, we conclude that an introductory course on proving can enhance students’ attitudes, and we suggest that these attitudes are taken into account in teaching as they can affect students’ performance. Finally, we urge researchers and professionals to earnestly consider ways to mitigate gender differences in mathematics.

Study of Gender Differences in Mathematics

Mathematics is an essential subject at every stage of learning. The importance of mathematics lies in the excellent application and practice of theoretical knowledge, which in turn requires a very high level of logic from students. Statements such as boys are better at logic and maths and girls are better at liberal arts are frequently discussed in the realm of education, leading to the formation of stereotypes. Research has shown differences in the physiology, mindset, and upbringing of boys and girls, which are the main factors influencing students mathematics performance. The differences in the physiology of males and females will be first analyzed, including differences in brain structure and hormone production, which leads to the differences in thinking and emotions between males and females. Secondly, the deeper reasons why male and female students perform differently in mathematics will be explored based on a thorough understanding of the subjects characteristics, guided by several theories about stereotypes. Finally, the different approaches to learning resulting from the different psychological phenomena between male and female students will also be discussed as an essential factor in the differences between the male and female performance in mathematics.

Gender Difference Influence Students’ Performance in Learning Math in Secondary Schools

As mathematics has been viewed for decades as a strereotyped male domain, gender differences in mathematics learning have received strong attention from scholars. This study, therefore, investigates the influences of gender differences on students’ performance in learning math in secondary school context. The study used a synthesis research. This method of research is undertaken by synthesizing any relevant studies in order to draw conclusion. Some empirical studies investigating the issues of gender difference and learning match were carefully analyzed and synthesized to draw the links between gender differences and secondary students’ academic achievements in learning math. The findings show that male students outperform female students in mathematics learning for three reasons. First, social gender stereotypes about students’ math ability may lead students to endorse math-gender stereotype themselves. This kind of stereotype makes male students more confident whereas female students become more anxious. Second, personality and spatial ability, as representors in mentality, have commonly been proven that another reason for the advantage of male students in mathematics education. The last is physical advantages in which current evidences suggest that males are more active in some brain areas which are related to mathematics ability. This essay highly recommends future research focus on physical reasons of gender difference in mathematics learning.

Gap in STEM Education: Why is there a decline in women participation?

A steady Gender gap is observed with the number of students enrolled in STEM (Science, Technology, Engineering, and Mathematics) fields in higher education and universities. The underrepresentation of women in the field of STEM is world-wide. Numerous studies have contemplated different factors for this gap and studies on interests showing, that women's career decisions are often influenced by their interest which is inclined towards working ‘with people’ and deviates them from STEM. Men prefer to work with ‘material and gadgets’ which interests more men towards STEM. Increment in “enterprising and artistic interests” among the women, less awareness on the career and study opportunities, lesser female mentors, the duration to become an expert in STEM, lesser encouragement from the opposite sex, has an impact on the number of females in STEM. The gap was more prominent in egalitarian countries and termed as the “education gender-equality paradox”. The difference in early childhood spatial ability can also contribute to the emergence of gender differences in mathematics and science later. This article also suggests more research into making STEM attractive for both genders, providing early education that provides makes STEM attractive for both genders.

Using intra‐task flexibility on an intelligent tutoring system to promote arithmetic problem‐solving proficiency

AbstractProblem solving is often regarded as one of the most essential cognitive functions in our daily lives, and, for that reason, educational theorists have long stressed the need for its development. As cognitive flexibility is a fundamental characteristic necessary throughout the problem‐solving process, the purpose of this study is to analyse students' problem‐solving performance after following intra‐task flexibility‐based training mediated by an intelligent tutoring system. With this aim, 110 fifth and sixth grade students took part in a quasi‐experimental study that included six forty‐five‐minute flexibility‐based training sessions preceded and followed by test sessions in order to evaluate eventual problem‐solving proficiency improvements. The findings show that intra‐task flexibility training enhances students' ability to solve arithmetic word problems, especially when flexibility‐related activities are completed sequentially in the same session and not in different sessions. Furthermore, the proposed instruction is particularly helpful in improving girls' problem‐solving competence, which can minimize eventual gender gaps and strengthen their STEM vocation. Practitioner notesWhat is already known about this topic Cognitive flexibility is beneficial in finding appropriate problem‐solving strategies. Exposing students to a variety of problem‐solving methods or strategies can improve their cognitive flexibility. Boys are more likely than girls to flexibly apply multiple solution paths while solving problems, which leads to gender differences in mathematics. By contrast, girls are more prone to take advantage of instructional advice when using intelligent tutoring systems (ITS). What this paper adds Prompting students to apply multiple resolution strategies within the same problem (intra‐task flexibility instruction) is comparatively more efficient than standard instruction in promoting problem‐solving performance. It is more effective in terms of problem‐solving proficiency to ask students to find different resolutions for a problem sequentially in the same session than to do so in separate sessions. Effectiveness of ITS‐mediated flexibility‐based training leads to the promotion of problem‐solving proficiency, particularly in the case of female students. Implications for practice and/or policy The use of the ITS HINTS has the potential to promote the use of multiple solutions in problem solving by monitoring the resolution paths of the student, which can be difficult in a traditional classroom setting. ITS‐mediated flexibility‐based training is especially effective in improving girls' problem‐solving competence, which can minimize eventual gender gaps and strengthen their STEM vocation.

Gender differences in mathematics achievement: A secondary analysis of Programme for International Student Assessment data from Shanghai

As mathematics has been seen for decades as a stereotyped male domain, gender differences in mathematics learning have received strong attention from the public and academia. In China, the issue of gender equity in education is a particularly interesting topic to most families with the implementation of the one-child policy since the late 1970s. This study aims to study in more depth the role of gender on Shanghai students’ mathematics attainment from a perspective of three societal factors (i.e., one-child status at home, socioeconomic status, and school types) via a secondary analysis of the Programme for International Student Assessment 2012 Shanghai–China mathematics data. In contrast to the official report by Programme for International Student Assessment on Shanghai–China and in line with own previous studies, the current analyses reveal that 15-year-old students in Shanghai performed significantly different on two content-related subscales (i.e., change and relationships and quantity) and two processes-related subscales (i.e., formulate and interpret). Furthermore, significant gender differences were found with students from one-child families but not multi-children families. Among schools of different types in terms of academic tracks and performance levels, the gender differences were largest in the more selective model (general) schools and then vocational schools followed by ordinary (general) schools. Given the nested structure of the Programme for International Student Assessment data, this study found that, on average, a Shanghai boy would achieve significantly higher marks than a girl in Programme for International Student Assessment 2012 mathematics test. The paper closes with discussions on societal and educational implications about these gender disparities, which are still apparent in the current school system of Shanghai.

Gender Differences in Mathematics and Science Achievement of Eighth Grade Students in Ukraine on TIMSS 2011

The purpose of the paper is in-depth analysis of gender differences in Ukrainian student achievement in mathematics and science on TIMSS 2011 results because the average scores similarity hides some significant differences between the achievements of boys and girls. Boys significantly outperform girls in some cognitive and content domains, while the benefit of girls never was significant. The procedure of Differential Item Functioning (DIF) on the basis of the Mantel-Haenszel method was used to test the fairness of assessment. The results show that the set of TIMSS 2011 items does not have any gender bias on Ukrainian students since there are insignificant number of items with large DIF, among which some favouring boys, and some favouring girls. Each of gender groups is equally represented among both stronger and weaker participants. Any significant relationship between the DIF size and the difficulty or type of the item is not detected. But the items in number, physics and earth science, and math problems on applying function in favour of boys. This is likely caused by the fact that in Ukrainian society still there is attitude to such fields of study as masculine.

Sociocultural Attitudes Regarding Gender Differences in Mathematics Education and Implications for Related Employment

For many years in several countries there has been gender inequality in mathematics achievement, and girls are less likely to study and specialize in precise sciences. A primary explanation for these gender differences is sociocultural. The attitudes and perceptions prevalent in a society’s culture regarding gen-der can affect students’ attitudes and performance in maths education and their choice to pursue pro-fessional careers in maths related areas. Studies have found that learning in single-sex classrooms can influence girls’ achievements and attitudes. The goal of the present study is to examine the attitudes of girls in mixed and single-sex classrooms towards mathematics and towards gender differences in mathematics. The study population included 281 students in the fifth to ninth grades, attending state-religious schools in Israel. The participants completed a multiple-choice questionnaire, which addressed their attitudes toward mathematics and possible differences between boys and girls. Most of the girls, in both types of classrooms, expressed positive attitudes towards learning mathematics and egalitarian views, although differences were found as girls learning in mixed-sex classes expressed views that were slightly more egalitarian. In addition, girls in single-sex classrooms expressed a moderately higher agreement in the “girls are better” category.

Age and gender differences in mathematics learning during school transition

ABSTRACT This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from elementary to high school. The students’ values and self-concept in mathematics, mathematics anxiety, and perceived use of mathematics learning strategies were assessed using online self-report questionnaires. Teacher-created tasks were used for performance assessment. The results revealed a decrease in mathematics motivation and performance during school transition. Older students valued mathematics less than younger students, had less positive mathematics self-concept, less frequently used learning strategies, and had lower mathematics performance. No main effect of age/grade on mathematics anxiety was found. Boys had a more positive mathematics self-concept but used learning strategies less often than girls. Moreover, interaction effects of age and gender were found. High school girls showed lower performance but higher anxiety than boys. Future research should focus on examining the efficiency of interventions tailored to prevent a decline in mathematics motivation and performance during the transition periods, especially for girls.

Stereotype threat effects on Italian girls' mathematics performance: A failure to replicate.

Many studies have found that males, on average, perform better than females in mathematics, although the size of this gender gap is small and varies considerably across countries. Stereotype threat has been proposed as a principal cause of this gender gap. From this perspective, females' performance is affected by fear of confirming a negative stereotype about females' mathematical ability and this stereotype can be activated by an experimental manipulation that reminds females of the stereotype. Yet, evidence of a stereotype threat effect on mathematics performance in childhood and adolescence has been mixed. The present study replicated a highly cited study of stereotype threat among Italian adolescents with a much larger sample of Italian ninth grade (89 male, 75 female, mean age = 14.2) and eleventh grade (84 male, 80 female, mean age = 16.2) public high school students. Performance in tests administered both before and after the experimental manipulations were analyzed with a series of logistic mixed-effects models. Model comparisons confirmed that males performed better than females, but the probability of a stereotype threat effect was infinitesimal. We conclude that Italian adolescent gender differences in mathematics may not be explained by stereotype threat effects. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Investigating gender differences in mathematics by performance levels in the Italian school system

Amongst the extensive research conducted about girls’ lack of interest in STEM subjects, an issue that is frequently examined is the learning of mathematics. This research investigates the gender gap in mathematics among Italian students based on performance levels, using standardised large-scale data from INVALSI tests. We performed a quantile regression to better understand the differences along the entire score distribution. A latent class model was then estimated to identify groups of students with similar performance levels, taking into account the gender covariate. The results indicate that boys are already ahead from primary education and that there is a general decrease in the performance as students progress through the education stages.

Gender differences in mathematics outcomes at different levels of locality to inform policy and practice

This paper reports research into the relationship between personal and contextual variables and gendered differences in students’ attainment in mathematics that take account of ‘place’ at different levels of intra-national locality (i.e. regional and macro-geographical levels, within the same country). A multilevel analysis performed on secondary data collected in Italy, where on average boys outperform girls in mathematics, showed that gender differences at local levels are complex and nuanced and not always consistent with the national picture. Moreover, gender differences in mathematics are associated with socio-cultural and economic factors that vary by region. We argue that educational research focusing on national and international level findings (such as for example PISA) should explore the association between gender differences in mathematics and sub-national socio-cultural and economic contexts in order to adequately inform policy and practice. Finally, we suggest that European researchers of inequality may need to attend to regionality and localities of place, and that the principle of subsidiarity could imply that policy and practice be devolved to the levels that research proves to be relevant.

The interactive effects of gender and implicit theories of abilities on mathematics and science achievements

In this study, we investigated how gender and implicit theories of mathematics and science abilities interacted to predict mathematics and science achievements in a sample of elementary (primary) school students from the United States. Study participants came from six elementary schools (Grades 2 to 5) and were a part of a larger sample that participated in the Gifted Education in Mathematics and Science (GEMS) Project. We observed that, overall, boys had higher mathematics and science achievements than girls. Such gender differences were particularly significant among the 3rd and 4th graders. Moreover, there was a novel and yet consistent pattern of gender x implicit theories interaction effect on the achievements of the 3rd graders, such that boys had higher mathematics and science achievements than girls only when they endorsed strong incremental theories of mathematics and science abilities, but not when they endorsed weak incremental theories. The results demonstrate the importance of paying attention to early gender differences in mathematics and science achievements, particularly at transitional grades. The study also stimulates further investigations on how implicit theories of ability moderate such gender differences.

“Bold Problem Solving”: A New Construct for Understanding Gender Differences in Mathematics

Despite progress toward gender equity, troubling disparities in mathematical problem-solving performance and related outcomes persist. To investigate why, we build on recurrent findings in previous studies to introduce a new construct, “bold problem solving,” which involves approaching mathematics problems in inventive ways. We introduce a self-report survey of bold problem-solving orientation and find that it mediates gender differences in problem-solving performance for both high-achieving middle school students (n= 79) and a more diverse sample of high school students (n= 222). Confidence mediates the relation between gender and bold problem-solving orientation, with mixed results for mental rotation skills and teacher-pleasing tendencies as mediators. Overall, the new bold problem-solving construct appears promising for advancing our understanding of gender differences in mathematics.

First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicitgender‐sciencestereotypes

AbstractGirls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit gender‐science stereotypes on representation and achievement among participants of the German Chemistry Olympiad using a cross‐sectional online study (N= 445, mean age 16.5 years, 51% female) entailing the Implicit Association Test and two motivational scales. This study was the first of its kind to use moderated mediation analysis to examine the effects of gender‐science stereotypes on participation and achievement, mediated by the expectancy and value beliefs self‐concept and topic interest. We found that in the female group, gender‐science stereotypes negatively predicted the participants' willingness to continue in the competition. This relationship was mediated through topic interest. In addition, we found self‐concept predictive for further participation among female participants, as well as for competition score among both gender groups. Furthermore, topic interest positively predicted male participants' willingness to continue with the competition. The results underline the negative association of implicit gender stereotypes with female participation in the German Chemistry Olympiad. Organizations such as the German Chemistry Olympiad should therefore critically reflect on existing gender biases within their own structure. In doing so they can create an environment that has the potential to heighten self‐concept and interest for all participants equally. Our findings add to existing expectancy‐value research in the context of gender differences in mathematics and science, supporting potential strategies toward gender equity.

Gender differences in mathematics and science competitions: A systematic review

AbstractGendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out‐of‐school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self‐concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.

Differenze di genere in matematica: dagli studi internazionali alla situazione italiana

National and international surveys highlight a strong disparity in male and female results in mathematics: boys outperform girls in almost every country at all scholastic levels. In the international context, Italy appears to be one of the countries where the results related to gender differences in mathematics are more alarming and INVALSI test data confirm a very marked gender gap in favour of males at all scholastic levels. In this paper we present the international situation regarding gender differences in mathematics, starting from large-scale assessment and paying particular attention to the Italian context. We then present a detailed overview of the causes underlying the gender gap in mathematics, analysing the main studies on this issue and attempting to provide a complete, though complex, interpretation of this phenomenon.

Differenze di genere in matematica: dagli studi internazionali alla situazione italiana

National and international surveys highlight a strong disparity in male and female results in mathematics: boys outperform girls in almost every country at all scholastic levels. In the international context, Italy appears to be one of the countries where the results related to gender differences in mathematics are more alarming and INVALSI test data confirm a very marked gender gap in favour of males at all scholastic levels. In this paper we present the international situation regarding gender differences in mathematics, starting from large-scale assessment and paying particular attention to the Italian context. We then present a detailed overview of the causes underlying the gender gap in mathematics, analysing the main studies on this issue and attempting to provide a complete, though complex, interpretation of this phenomenon.

EDUCATIONAL REFORM IN THE EU COUNTRIES AND UKRAINE: HISTORICAL BACKGROUND, CURRENT ISSUES AND FUTURE PROSPECTS

The article deals with the historical background, current issues and future challenges of educational reform in the countries of the European Union. It has been shown that the educational policy of the last century was aimed at increasing the length of compulsory secondary education to 18 years, early engagement of children in primary education and increasing its duration. The issue of decentralization as an educational trend in all European countries since the 1920s has been raised.The author analyses educational policy of the EU at the present stage, which is aimed at forming in European schools the necessary skills for their successful self-realization in society, including digital skills for future jobs, and the overcoming of gender differences in mathematics and sciences starting from school level. In the EU's current educational policy the following priority areas can be identified: all pupils should gain the competences they need; every pupil should benefit from high-quality learning, including migrant children; early childhood education and care should be more widely available, support for learners with special needs must be improved within mainstream schooling and reduction of early school leaving; teachers, school leaders, and educators should receive more support, including career-long professional learning opportunities; quality assurance should be further developed to ensure a more effective, equitable and efficient governance of school education and to facilitate learner mobility. The issue concerning creating a European education area by 2025 is revealed.The European vector of Ukraine’s development has been analysed, which has been considered as a priority since the proclamation of independence and confirmation of the Association Agreement between Ukraine and the European Union.