Yes, research suggests that math anxiety is more common among females than males. However, the reasons for this gender difference are still not fully understood and may involve social and cultural factors.

## More detailed answer question

Research suggests that math anxiety is more common among females than males. This is a well-known phenomenon in the world of education and has been the subject of much research in recent years. However, the reasons for this gender difference are still not fully understood and may involve social and cultural factors.

According to a study by the UCLA Graduate School of Education and Information Studies, girls who are good at math are more likely to experience math anxiety than boys who are good at math. The study found that girls who performed well on standardized math tests showed a significant increase in math anxiety as they progressed from middle school to high school. The reasons for this gender difference are not entirely clear, but researchers have suggested that cultural and social factors may play a role. For example, studies have shown that girls are more likely to experience stereotype threat – the fear of confirming negative stereotypes about their group – which can lead to increased anxiety and reduced performance.

Another possible explanation is that girls and women are more likely to experience imposter syndrome – the feeling that they are not good enough or do not belong in a particular field – which can lead to increased anxiety and reduced confidence in their abilities. This can be exacerbated by the fact that women are often underrepresented in STEM (science, technology, engineering, and math) fields and may lack role models or mentors who can provide guidance and support.

Despite this, there are many examples of successful women in math and STEM fields. Katherine Johnson, for example, was a mathematician who worked for NASA and was instrumental in calculating trajectories for manned space flights. She was also one of the first African American women to work as a NASA scientist. Another example is Maryam Mirzakhani, who was an Iranian mathematician and the first woman to receive the Fields Medal, the most prestigious award in mathematics.

In conclusion, while math anxiety is more common among females than males, the reasons for this gender difference are complex and multifaceted. It is important to address these factors and work to create a more inclusive and supportive environment for girls and women in math and STEM fields.

Table:

|Possible factors contributing to gender difference in math anxiety|

| 1. Stereotype threat|

| 2. Imposter syndrome|

| 3. Lack of representation and role models|

| 4. Social and cultural expectations|

| 5. Differences in learning styles|

Quote:

“Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.” – William Paul Thurston

## Answer in the video

In this video, Orly Rubinsten discusses the reasons behind math anxiety and suggests some ways to address it. Math anxiety can affect the ability to use working memory, which is essential for solving math problems. The pressure to perform well in math, often exerted by parents and teachers, can also cause anxiety. Relaxation techniques and a growth mindset can help to overcome math anxiety. Teachers and parents should foster playful attitudes towards math, offer sufficient time and space for students to work through problems, and instill positive attitudes and mathematical confidence to inspire students.

## I discovered more solutions online

To summarize,

math anxiety seems to be higher in females than in males, although gender related differences regarding math performance are small or non-existent.

## I am confident that you will be interested in these issues

Secondly, **What gender has more math anxiety?**

Answer to this: Women

Some gender differences have also been found in math anxiety. *Women are more prone than men* to be affected by math anxiety which is likely why they are highly underrepresented in STEM fields (Maloney et al., 2012).

**Does mathematical anxiety differ cross culturally?** The response is: As a general conclusion we can summarise that according to the results, *mathematical anxiety is affected by cultural background*, due to the fact that it affects to varying degrees according to the origin of the subject to be studied.

**Does gender affect math?**

Response 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).

In respect to this, **Is gender differences in math anxiety an artifact of response bias?**

Response Bias Hypothesis*The gender difference in math anxiety could reflect a response bias resulting from gender-linked differences in attitudes toward the expression of math anxiety*. Perhaps females believe that it is acceptable to express math anxiety, while males are embarrassed to express math anxiety.

Regarding this, **Is math anxiety a gender-related phenomenon?**

Response: In contrast, the math experiences hypothesis suggests that math anxiety is not truly a gender-related phenomenon, but rather is due to poor mathematical preparation, regardless of gender. The present study pitted the “sex-role” hypothesis against the “math experience” hypothesis in an examination of the relation between gender and math anxiety.

**Does parents’ math anxiety affect children’s math performance?**

Answer to this: First, there is only one known published study that found effects of parents’ math anxiety on children’s math education outcomes, particularly their math performance (Maloney et al., 2015 ).

**Do math-anxious female teachers reinforce math-gender stereotypes?** Work by Beilock et al. ( 2010) found that math-anxious female teachers reinforced math-gender stereotypes and girls’ endorsement of math-gender stereotypes mediated the effect of teacher anxiety on their math performance.

Beside this, **Is math anxiety a mediator between math-gender stereotypes and math GPA?** Thus, math anxiety is a mediator for the relationship between math-gender stereotypes and math GPA.

Consequently, **Is math anxiety a gender-related phenomenon?**

In contrast, the math experiences hypothesis suggests that math anxiety is *not truly a gender-related phenomenon*, but rather is due to poor mathematical preparation, regardless of gender. The present study pitted the “sex-role” hypothesis against the “math experience” hypothesis in an examination of the relation between gender and math anxiety.

Also question is, **Is math anxiety related to test anxiety?** These results suggest that *anxiety *experienced by boys may simply reflect general test *anxiety*, whereas girls experience specific *anxiety *towards mathematics, which *is *above and beyond any general *anxiety *associated with testing situations. The regression model suggests MA predicts mathematics performance for girls but not for boys.

In this manner, **Is math anxiety a mediator between math-gender stereotypes and math GPA?** Thus, math anxiety is a mediator for the relationship between math-gender stereotypes and math GPA.