Posted on 09/26/2023 1:56:41 PM PDT by nickcarraway
IT has been claimed for a long time that boys are inherently better at mathematics than girls, and this has led to intense debate on the issue.
According to gender stereotypes in mathematics, girls are less confident in their arithmetic skills and experience greater anxiety and this eventually lowers their test scores.
However, it is important to rely on scientific evidence and extensive research to determine whether this stereotype has any basis in reality.
Is it true that men have an advantage in learning mathematics?
Experts and research have found that there are only slight differences in the maths performance of boys and girls; these differences depend on several factors, including a pupil’s age and maths proficiency and the type of maths they are attempting.
A meta-analysis on gender differences in mathematics performance showed that males have an advantage when the mathematical concepts require more reasoning and are more spatial in nature.
This is in the context of solving problems in geometry and calculus, typically taught in the higher secondary-school grades.
It also found that females have an advantage in early primary-school years when mathematics consists of computational knowledge and speed.
Research also shows that at times, there were no differences and in some cases, an advantage for girls to do more basic numerical skills and math problems that have a set procedure for solving them.
Age and the type of math might have an impact on research findings simultaneously. For instance, two recent studies on the gender differences in children’s earliest numerical abilities found no gender differences in infants and children’s basic maths skills.
Findings also suggest that girls and boys learned math at similar rates, and boys did not have a higher aptitude for learning math or for processing numbers compared to their female counterparts.
No one is better in anything unless one has the desire to learn it and it is not gender that determines our interests but our habits that dictate what we are good at.
SOURCES
https://www.researchgate.net/publication/359013929_Understanding_the_Symbolic_Effects_of_Gender_Representation_A_Multi-Source_Study_in_Education
https://www.researchgate.net/publication/47642285_New_Trends_in_Gender_and_Mathematics_Performance_A_Meta-Analysis
https://www.tandfonline.com/doi/abs/10.1080/07370000903221809
https://www.nature.com/articles/s41539-018-0028-7
https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13044
not me, my worst subject.
Crock of gynofeminist crap.
For whatever reason few people in general dig it and way way fewer of them women.
I recall very few females in my ordinary differential equations class.
Several years ago I found my text book in an attic box, literally and figuratively it was all Greek to me now.
I dare the author to perform the same analysis along the politically perilous racial lines.
Symbolic effects of bureaucratic representation assume that outcomes for citizen–clients change in response to the mere presence of bureaucrats with similar backgrounds. The social–psychological mechanisms in clients that may explain these changes are barely examined, though. Based on multi-source data on male and female high school students in the Netherlands, this study empirically tests a theoretical model that links student–teacher gender congruence to students’ performance in math and Dutch language through the mediating role of students’ gender-stereotypical beliefs and self-perceived abilities. The empirical analyses do not support the hypotheses. For student performance in math, no effects were found, while for Dutch language, a negative gender-representation effect was found for male students. In all, the results point at divergent relations between gender congruence, self-perceived abilities and performance for male and female students across subjects. The null results in this study suggest that symbolic effects of gender representation may be affected by national context and socio-economic status which should be considered as new frontiers for future research on representative bureaucracy.
If that doesn't convince you...
Unlike the obvious and undeniable physical differences between men and women, these types of differences are most likely purely societal based.
Most colleges have a nearly 2 to 1 girl to guy ratio now, and things like this gender math gap are dramatically changing.
Unearned math privilege ping.
Math was Not a favorite of mine I hated school just because it.
What didn’t help was when the schools went to that New Math crap. So I was confused even more and it seemed to me that No two Teachers were using the same instruction playbook.
First... Define a man.
Academia these days can’t even tackle that one.
-PJ
I think it has been pretty well established that there are clear differences between men and women when it comes to translating spatial/visual information. That’s why men are generally superior drivers and navigators (for example).
I believe that men and women are wired differently in their brains, and that each sex has an advantage over the other in various areas.
But that doesn’t mean they cannot be normalized or overcome, but I believe males and females process various things differently at a fundamental level.
Sometimes to advantage for each.
Sometimes to disadvantage to each.
But in most cases, disparities can be compensated for by hard work, desire, and interest.
Also, it is interesting to note IQ distribution across the curve for men and women. I have heard that men can disproportionally inhabit the highest IQ sectors of the curve, but...can also be found disproportionally at the lower IQ sectors of the curve.
Women tend to aggregate a little closer to the mean than men do.
At least, this is what I have gathered from various sources, and my experiences in life somewhat support these views.
“these types of differences are most likely purely societal based”
No, they’re not. You don’t get a different distribution curve on IQ tests based on societal differences, and we see that when we compare men and women. Women tend to be grouped more in the center, while men have more outliers at both ends of the curve. Those outliers on the upper end are the ones who can learn higher level math. So there are still very few men who can do it, but that’s still many times more than the number of women who can do it.
“Most colleges have a nearly 2 to 1 girl to guy ratio now...”
Not in STEM departments.
LOL, of course, any man who has watched the "Jackass" movies knows full well that what is seen there is not out of the realm of possibility for nearly any young guy...but it is not the ONLY reason that men generally die younger...
(The last one is my favorite)
Somebody has to say it. Men are better at math than women.
I still can’t figure out how long it takes the hawk to catch the pigeon and I’d like to waterboard the guy who put that question on the test. 😏
“A meta-analysis on gender differences in mathematics performance showed that males have an advantage when the mathematical concepts require more reasoning and are more spatial in nature.”
Three things.
First, I believe the above is true.
Second, boys have a larger standard deviation on most traits. That means that more of the boys will be vastly overrepresented at the extreme levels, both better and worse.
Three, more girls in college earning degrees does not mean they are going to surpass boys in mathematics.
As always anything in the msm focus on spinning equivalency.
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