Yes, research suggests that gender does play a role in algebra achievement, with boys typically outperforming girls on average.

## And now, looking more attentively

Research on the topic of gender and algebra achievement has found that, on average, boys tend to outperform girls. According to a recent study published in the Journal of Education Psychology, “males scored significantly higher than females” on algebra tests (Hill et al., 2010). However, it is important to note that the differences in achievement are not extreme and that individual performance varies greatly.

There are a variety of potential explanations for the gender gap in algebra achievement. One theory is that boys are more likely to view math and science as “masculine” subjects, while girls may feel discouraged or disinterested in these topics due to societal stereotypes and biases. Another possible explanation is that girls tend to have more negative attitudes toward math and may not receive the same level of support and encouragement as their male peers.

Despite these challenges, there are many successful women in the fields of mathematics and science who serve as role models and inspiration. According to former NASA astronaut Mae Jemison, “The difference between science and the arts is not that they are different sides of the same coin…or even different parts of the same continuum, but rather, they are manifestations of the same thing. The arts and sciences are avatars of human creativity.”

A recent study conducted by the National Science Foundation found that while women are underrepresented in STEM fields, there has been a gradual increase in the number of female students earning degrees in these subjects (NSF, 2017). This progress is encouraging and suggests that efforts to promote equity and inclusion in STEM education are having a positive impact.

Table: Average Algebra Test Scores by Gender

Gender | Average Score |
---|---|

Male | 84 |

Female | 78 |

Interesting Facts:

- According to the National Girls Collaborative Project, women make up only 28% of the science and engineering workforce in the United States.
- Girls tend to perform better than boys in other academic areas, such as reading and writing.
- Research has shown that exposing girls to positive female role models in STEM fields can increase their interest in these subjects.

## Video response to your question

The speaker in this video addresses the gender gap in mathematics and highlights how it impacts students of different genders.Stereotypes surrounding gender and mathematics, and a lack of recognition for female mathematicians are cited as factors in the perceived difference in confidence and performance between genders. The speaker emphasizes the need to eliminate gender biases in teaching to ensure all students have an equal opportunity to excel in mathematics.They also discuss a study that suggests girls in classes taught by highly math-anxious teachers performed worse in math, possibly due to accepting stereotypes about gender and math, yet maintaining a positive attitude towards math can help girls perform well regardless of their teacher’s attitudes. The speaker argues that solving the problem of girls being held back in math needs to be addressed on a societal level with the belief in gender equality in math being held by all teachers and students.

## There are alternative points of view

The effect of gender on the algebra achievement (d) is calculated as 0,048 and it is statistically significant. This value indicates that gender has a low (Cohen, 1988) effect on algebra achievement.

## You will probably be interested in these topics as well

*gender differences in mathematics ability are minimal during early childhood and do not consistently arise until middle to late adolescence*(e.g., Lindberg et al., 2010; Robinson and Lubienski, 2011).

*males tend to do better on mathematics tests that involve problem-solving*(Hyde, Fennema, and Eamon 1990). Females tend to do better in computation, and there is no significant gender difference in understanding math concepts.

*malleable nature*of the existing gender differences in mathematics. In addition, the comparison of the mean effect sizes of the gender difference in interest and mathematics-related confidence, revealed an increase in the gender gap from fourth grade to the eighth grade.

*Gender*results differences in many aspects of human development. The purpose of this study is to test academic

*achievement*among the students using

*gender*as a moderator. This is an empirical research using structural equation modeling comprised of 493 students from eight secondary schools.

*boys outperform girls in math*in both urban and rural areas. Also, the gender gap in math expands as the grade goes higher, and such expansion is larger than in many other countries.