There is no evidence to suggest that gender directly affects math performance, as performance is influenced by a range of factors such as education, societal expectations, and motivation.

## If you want a detailed answer, read below

There has been a longstanding myth that gender may affect math performance, but research suggests otherwise. Several studies have shown that there are no significant differences in mathematical abilities between males and females. According to a report from the National Science Foundation, “Girls on average have historically performed as well as or better than boys in mathematics in societies with gender equity, but not in societies without such equity.”

Education is one of the factors that can affect math performance, and it has been shown that girls are just as capable as boys in studying and succeeding in math. The gender gap in math achievement has decreased in recent years, and the number of girls taking advanced math classes has increased.

Societal expectations and stereotypes can also influence math performance. Girls may be discouraged from pursuing math-related careers or activities due to societal views that prioritize masculine traits in mathematics. A study published in the journal Science found that “girls performed worse on math tests when they were told that boys tend to do better on the same test.” This highlights the importance of addressing biases and stereotypes in the classroom and broader society.

Motivation is another factor that affects math performance. The National Council of Teachers of Mathematics states that “motivation and interest in mathematics are essential ingredients in the success of students in mathematics.” Encouraging and supporting both boys and girls in their math education can lead to improved performance.

In conclusion, gender does not directly affect math performance. It is influenced by a variety of factors, including education, societal expectations, and motivation. As stated by researcher Janet Hyde, “The sexes are more alike than different in math performance.”

Interesting Facts:

- A 2018 study found that girls consistently outperform boys in math and science in more than half of the countries in the world.
- According to data from the National Center for Education Statistics, the number of women earning math and computer science degrees has increased steadily since the 1970s.
- Women have made significant contributions to the field of mathematics throughout history, including Ada Lovelace, Emmy Noether, and Maryam Mirzakhani, the first woman to win the prestigious Fields Medal in mathematics.

Table:

Factor | How it affects math performance

Education | Both boys and girls are capable of succeeding in math.

Societal expectations | Gender stereotypes can discourage girls from pursuing math-related careers or activities.

Motivation | Encouraging and supporting students in math education can lead to improved performance.

## Response via video

The video “Gender stereotypes and education” talks about how gender stereotypes affect children’s interests and the subjects they choose to study in school. Boys tend to be drawn towards math and science while girls are encouraged towards arts and humanities. These stereotypes lead to shaping preferences and career paths, with men more often occupying better paying jobs in STEM fields while women choose teaching and social work. Recognizing these stereotypes and their consequences is the first step towards breaking the mold and making choices based on individual preferences.

## Other viewpoints exist

The mean performance scores for boys and girls are about 0.1 to 0.3 standard deviations apart from one another—very small differences and with a lot of overlap between boys’ and girls’ math skills.

In a recent analysis of mathematics performance (Eriksson et al. 2020), national gender egalitarian values were

positively associated with an increasein the average mathematics scores of high-school boys relative to girls.

Research has confirmed gender differences, even in primary education, in mathematics self-concept, self-efficacy, and interest, suggesting that

boys generally have better motivational profiles in mathematics than have girls(Eccles et al., 1993; Kurtz-Costes et al., 2008).

Our results corroborate

significant gender differencesin math test scores and self-perceived math ability during childhood. Having a parent working in a science-related field is associated with better performance in math but not necessarily higher levels of self-perceived math ability, after controlling for math performance.

Guiso et al. (2008) found

support for the role of gender stratificationin mathematics test performance cross-nationally. This hypothesis has also been supported strongly in reading achievement and partially supported in science achievement (Reilly 2012).

Some research has indicated that MA negatively affects mathematics performanceand that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is.

Math-gender stereotypesreduce girls’ interest, motivation, and performance in math, and lead to women being less likely to pursue mathematical professions (e.g., Wang and Degol, 2017).

## Surely you will be interested

### Does gender affect math ability?

As an answer to this: In addition, research suggests that 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).

### How does gender affect students performance in mathematics?

Answer will be: Researchers have indicated that gender affects mathematics achievement. For example, Trends in International Mathematics and Science Study (TIMSS), found significant differences between male and female students in mathematics achievement, with male students significantly outperforming their female counterparts.

### Are there gender differences in math abilities?

Response: While math achievement levels were essentially the same between genders, the difference in attitude towards math was strikingly in favor of boys over girls. The study authors attributed much of this discrepancy to stereotype bias on the part of parents and teachers.

### Do girls outperform boys in math?

Response: Did you know? Nationally, 4th grade boys outperformed girls in math scores by only three points, and by 8th grade, the scores were the same for both genders. of girls say they plan to pursue a STEM career, compared to 27% of boys.

### Do gender differences in mathematics affect academic performance?

The answer is: Even though thereno significant gender differencesin academic performance, as expected, the explanatory power of attitudes toward mathematics was clearly more significant in boys than in girls ( R2 = 0.194 and R2 = 0.103, respectively).

### Does gender gap affect math confidence?

Positive values of effect size represent difference in “mathematics confidence” in favor of girls and negative values represent difference in math confidence in favor of boys. In countries with higher gender gap, girls showed a little more confidence in mathematics and in countries with lower gender gap, math confidence favored boys

### Do gender egalitarian values affect mathematics performance?

Response to this: The two-level, mixed-model regression analyses revealed that more gender egalitarian values corresponded with higher relative mathematics performance in boys compared with girls (i.e., a widening of the gender gap in countries with more egalitarian values).

### Are boys’ and girls’ math performance different?

As an answer to this: Overall there are only small differences in boys’ and girls’ math performance; those differences depend on the age and skill level of the student, what type of math they are attempting and how big of a dissimilarity is needed to say that boys’ and girls’ math performance is truly different.

### Are there gender differences in mathematics performance?

No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance.

### Do gender egalitarian values affect mathematics performance?

Response to this: The two-level, mixed-model regression analyses revealed that more gender egalitarian values corresponded with higher relative mathematics performance in boys compared with girls (i.e., a widening of the gender gap in countries with more egalitarian values).

### Does gender gap affect math confidence?

Positive values of effect size represent difference in “mathematics confidence” in favor of girls and negative values represent difference in math confidence in favor of boys. In countries with higher gender gap, girls showed a little more confidence in mathematics and in countries with lower gender gap, math confidence favored boys

### Does gender stereotype affect math performance?

As an answer to this: The t test did not show a main effect of year of college. The results of our Pearson’s correlation analyses (see Table 2) showed that gender stereotype was positively correlated with men’s math self-concept ( r = 0.472, p < 0.001), attitude towards mathematics ( r = 0.270, p = 0.044), and mathematical performance ( r = 0.319, p = 0.017).