Gender Difference In Mathematics

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At first glance gender difference in math cognitively may seem unexciting, however its study is necessary for anyone wishing to intellectually advance beyond their childhood. Remarkably gender difference in math cognitively is indispensable to humans today, it is important to remember that ‘most people at one point have struggled with math.
Mathematics in many classrooms is based on rote and memorization skills. A classroom that can accommodate gender differences while considering individual styles and behaviors would overall have better learning results (Geist 2008). Certain theories about different gender abilities of girls and boys when it comes to mathematics have been made. In the 1970 's, girls actually out performed boys in all but the
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Rosselli,Ardila., Matute, & Inozemtseva (2009)focused on a question: one are the gender difference correlated with their age? As a whole in the younger ages such as elementary school there is no noticeable difference in mathematical for example on classroom tests the students preformed pretty much the same they both understood and got the concepts in math. On the other side there was a very noticeable discrepancy in scores for older children and young adults such as high school and college students. Males proved to have higher scores on tests for example the SAT and the College Board exams they proved to have much high scores when they hit grade 12. According to the scores males out preformed females by about 7% in algebra, probability and statistics (Rosselli,Ardila., Matute, and Inozemtseva 2009). These males have higher math ability by as early as second grade.
The cognitive gender differences are often controversial within the scientific field this gender difference has been verified across many different cultures. The area where males excelled in more areas is word problems. Poorly educated females do better than their male peers but as the grades increase males perform high in mathematics. This more clearly shows males have a higher ability in math as they grow older (Casey, Pezaris,
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By the time students are in high school, the courses they select reveal distinct gender differences. Boys typically enroll in math and science classes, while girls typically choose language and literature-based courses.
The math section of the SAT is consistently favoring male students (average difference of 50 points). The math section is designed to be a test of mathematical reasoning, and, it contains a large number of items that require students to apply their knowledge of mathematics in somewhat unusual ways. The gender differences favoring male students on the SAT are consistent with other findings on measures containing items with ill-defined solutions or unfamiliar types of items (Gallagher and De Lisi, 1994).
Gallagher & De Lisi (1994) wanted to determine whether, male and female high school students achieved differently on the item performance on math section of the SAT. Results showed that male students were more likely to outperform female students on problems that no solution was found. Differences between male and female students on problems that had the use of familiar solution strategies tended to favor female students. One purpose of the study was to explore problem-solving strategies as a source of gender differences on SAT items among high-ability students (Gallagher and De Lisi,

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