A population level analysis of the gender gap in mathematics: Results on over 13 million children using the INVALSI dataset

Giofrè, David; Cornoldi, Cesare; Martini, Ángela; Toffalini, Enrico

doi:10.1016/j.intell.2020.101467

Cited by 20 publications

(20 citation statements)

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“…Finally, we considered the separate case of mathematics tests, which are often seen as the most representative situation prompting negative emotions at school and test anxiety in particular (Mammarella et al, 2019). In the present study, the portions of the curve concerning the gifted children included more males than females, replicating previous observations (Giofrè et al, 2020). The effect of gender on emotional response was not due to boys performing better in the mathematics test, however, because the comparison between genders took mathematical ability into account.…”

Section: Discussionsupporting

confidence: 91%

“…The heterogeneity of the sample, which includes children coming from areas that differ in socioeconomic status, culture, and dialects, makes it also more generally representative of a relevant proportion of European children. Our results concerning academic achievement resemble findings in other countries, as Giofrè et al (2020) reported after comparing the patterns emerging from the Italian INVALSI tests and other international assessments on schoolchildren. For example, the proportion of males among the gifted children (considering overall performance in mathematics and language) roughly corresponded to the overall proportion of males in the population examined, but gifted males outnumbered gifted females when achievement in mathematics was considered alone.…”

Section: Discussionsupporting

confidence: 89%

“…It has been suggested that gender-related differences in mathematics achievement are emphasized in the right tail of the ability distribution (Hyde & Mertz, 2009). This claim has been amply studied and hotly debated (Giofrè et al, 2020; Halpern et al, 2007; Makel, Wai, et al, 2016; Wai et al, 2010). Less attention has been paid, however, to the hypothesis that gender-related differences in emotional response can also be found on the far right of the ability distribution and are of the same size as in the remaining population.…”

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confidence: 99%

“…The available studies offer mixed evidence (see Myers et al, 2017; Ruthsatz & Urbach, 2012). In addition to forming a very small proportion of the population, highly gifted children also present a marked interindividual variability (Giofrè et al, 2020), meaning that very large sample sizes would be needed to obtain robust observations. Only large populations studies may fulfill this requirement, as in the case of school surveys examining students’ achievement in areas closely linked with the intelligence g -factor (e.g., Kaufman et al, 2012), such as mathematics and language.…”

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confidence: 99%

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Emotional Response to Testing in Gifted and Highly Gifted Children

Cornoldi

Giofrè

Mammarella

et al. 2021

Gifted Child Quarterly

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Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Emotional Response to Testing in Gifted and Highly Gifted Children

Cornoldi

Giofrè

Mammarella

et al. 2021

Gifted Child Quarterly

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“…Siswa laki-laki cenderung mengungguli siswa perempuan dalam matematika, sebaliknya siswa perempuan cenderung lebih unggul dalam membaca (Giofrè et al, 2020). Begitu juga kepercayaan diri laki-laki terhadap permasalahan matematika cenderung lebih tinggi dibandingkan siswa perempuan (Espinoza & Taut, 2020).…”

Section: Pendahuluanunclassified

Deskripsi Kemampuan Pemecahan Masalah Matematis Ditinjau Dari Gender Pada Materi Bangun Ruang

Subekti

Krisdiani

2021

AJPM

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematis ditinjau dari gender pada materi bangun ruang sisi datar. Jenis penelitian yang dilakukan adalah studi deskriptif kualitatif. Sampel diambil menggunakan teknik purposive sampling, yang terdiri dari tiga siswa laki-laki dan tiga siswa perempuan SMP N 2 Jatilawang. Pengambilan data menggunakan tes kemampuan pemecahan masalah matematis, wawancara, dan dokumentasi. Teknik analisis data dilakukan menggunakan tahapan, yaitu: reduksi data, penyajian data, dan penarikan kesimpulan. Uji validasi menggunakan triangulasi teknik, yaitu menggunakan tes, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa: siswa laki-laki cennderung dapat menyelesaikan permasalahan, hanya saja tidak melakukan cek kembali. Siswa perempuan cenderung menyelesaikan permasalahan sampai tahap mengecek kembali dengan benar. Perlu pembiasaan untuk mengecek kembali terhadap penyelesaian yang dilakukan agar setiap solusi yang diberikan terhindar dari kesalahan. Kata kunci: Bangun ruang sisi datar; gender; pemecahan masalah matematis.

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What does gender has to do with math? Complex questions require complex answers

Girelli

2022

J of Neuroscience Research

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Whether mathematics is a gendered domain or not is a long‐lasting issue bringing along major social and educational implications. The females' underrepresentation in science, technology, engineering, and mathematics (STEM) has been considered one of the key signs of the math gender gap, although the current view largely attributes the origin of this phenomenon to sociocultural factors. Indeed, recent approaches to math gender differences reached the universal conclusion that nature and nurture exert reciprocal effects on each other, establishing the need for approaching the study of the math gender issue only once its intrinsic complexity has been accepted. Building upon a flourishing literature, this review provides an updated synthesis of the evidence for math gender equality at the start, and for math gender inequality on the go, challenging the role of biological factors. In particular, by combining recent findings from different research areas, the paper discusses the persistence of the “math male myth” and the associated “female are not good at math myth,” drawing attention to the complex interplay of social and cultural forces that support such stereotypes. The suggestion is made that longevity of these myths results from the additive effects of two independent cognitive biases associated with gender stereotypes and with math stereotypes, respectively. Scholars' responsibility in amplifying these myths by pursuing some catching lines of research is also discussed.

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A population level analysis of the gender gap in mathematics: Results on over 13 million children using the INVALSI dataset

Cited by 20 publications

References 33 publications

Emotional Response to Testing in Gifted and Highly Gifted Children

Emotional Response to Testing in Gifted and Highly Gifted Children

Deskripsi Kemampuan Pemecahan Masalah Matematis Ditinjau Dari Gender Pada Materi Bangun Ruang

What does gender has to do with math? Complex questions require complex answers

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