Differential Performances in Mathematics Between Boys and Girls Emerges in Early Primary School Years, as per Research Findings
A staggering 2.9 million French students took part in this study, and the numbers speak for themselves. At the threshold of primary school, there's virtually no difference in math scores between boys and girls. But upon just a few months of schooling, boys suddenly lead the pack, as per the study presented in the journal Nature on June 11.
The study marks a decisive advancement in measuring the gender disparity "with unprecedented precision," thanks to a mammoth dataset, declares Pauline Martinot, a physician and neurosciences doctor, to AFP. This data was obtained through EvalAide, a science device that assesses math and French skills for every incoming elementary school student at CP's onset, four months later, and again at the entrance to CE1.
Not surprisingly, this data reaffirms the substantial impact of familial privilege and school establishment quality on children's achievement. What's more intriguing, though, is that while girls and boys show "nearly identical" test results at CP's onset, a "minute but already highly significant" gap benefits boys after four months of school, the study suggests. After a year, there are more than double the number of boys than girls among the top 5% of students in math tests. The gender gap in math and science at the end of primary school is the most pronounced in European Union countries, according to another international study, and continues to amplify post-primary school.
Pay equal attention to girls as to boys
The study's authors concede that their data, which is purely descriptive, cannot pinpoint the root cause of the gender gap. However, they posit that certain theories align more closely with their observations, such as the notion that girls may be more prone to math-related anxiety, particularly in competitive scenarios. Moreover, the propagation of gender biases by parents could be a factor in children's entry to school, according to the study.
The study dismisses solutions linked to class size, the gender ratio, or the range of skill levels. Instead, it advocates a focus on training teachers to provide equal attention to girls as to boys in math. Pauline Martinot also encourages diversifying math exercises by creating more games before CP.
She also stresses the need for teachers—80% of whom are women—to be more proficient in mathematics. Teachers' enhanced knowledge and enthusiasm for the subject might bolster their self-confidence and interest, thereby alleviating math anxiety in the young girls they teach. As per Martinot, teacher anxiety in mathematics is likely to be directly correlated to math anxiety in their students[4].
Potential Causes:
- Math Phobia: The study suggests the possibility of girls suffering from more math-related anxiety than boys, potentially influencing their performance[1].
- Gender Stereotypes: The influence of gender stereotypes could potentially undermine girls' confidence, exacerbating disparities[1][3].
- Cultural and Educational Practices: Altering cultural and educational practices is key to mitigating these issues, as they have a significant impact on students' performance[2].
- Teacher's Role: Teachers' behavior in the classroom can have a profound effect on how boys and girls perceive their mathematical abilities, reinforcing stereotypes inadvertently[3].
- Models and Role Models: Presenting diverse role models, especially female ones, could help counteract these issues[3]. These factors underscore the necessity of addressing cultural and educational practices to minimize gender disparities in mathematics[4].
- The study suggests that math phobia, which may affect girls more than boys, could be a contributing factor to the gender gap in math performance.
- To help mitigate gender disparities in mathematics, the study advocates for teachers to receive additional training in math, aiming to boost their proficiency and enthusiasm, potentially reducing math anxiety in girls.
