Study Explores Gender Differences in Mathematics Skills

Background of the Research

The question of whether boys excel in mathematics compared to girls has long been a topic of interest for parents and educators. Despite women constituting half of the U.S. population, the enrollment of women in mathematics programs at colleges has declined since 2014. A prevalent stereotype suggests that girls may not possess the same mathematical abilities as boys.

Research Objectives and Methodology

To investigate this issue, scientists from Carnegie Mellon University conducted a study focused on the brain development of children. The findings were published in the journal Science of Learning. The researchers utilized functional magnetic resonance imaging (fMRI) to capture brain activity in children aged three to ten while they viewed mathematics-related videos that included counting and addition activities.

The study involved 104 children across three different research scenarios. In the first two studies, participants watched clips of varying lengths from educational programs designed for children. The third study included 43 children aged three to five and 20 adults, who listened to audio tracks of the alphabet or counting while viewing cartoons for 20 minutes.

Measurement of Mathematical Development

During the study, fMRI images were taken to monitor brain activity. Children under the age of eight completed the Test of Early Mathematics Ability (TEMA) to assess their mathematical development.

Analysis and Findings

The researchers compared the fMRI scans of male and female participants to evaluate brain maturity and neural processing differences. The analysis revealed no significant differences in neural processing between genders, indicating that both boys and girls exhibited similar brain activity patterns during mathematical tasks. Overall, the study demonstrated that the brain development of boys and girls is equivalent and does not vary by gender.

Implications and Expert Insights

In a press release, Dr. Jessica Cantlon, one of the study authors, stated, “Science doesn’t align with folk beliefs. We see that children’s brains function similarly regardless of their gender, so hopefully we can recalibrate expectations of what children can achieve in mathematics.”

First author Alyssa Kersey remarked, “It’s not just that boys and girls are using the math network in the same ways, but that similarities were evident across the entire brain. This is an important reminder that humans are more similar to each other than we are different.”

The findings suggest that educators and parents should challenge stereotypical beliefs when teaching mathematics to foster a more inclusive learning environment.

References

Kersey A, Csumitta K, Cantlon J. Gender similarities in the brain during mathematics development. NPJ Sci Learn. 2019;4(1). doi:10.1038/s41539-019-0057-x

National Center for Science and Engineering Statistics (NCSES): nsf.gov – US National Science Foundation (NSF). Nsf.gov. https://www.nsf.gov/statistics/2017/nsf17310/digest/fod-women/mathematics-and-statistics.cfm. Published 2019. Accessed November 8, 2019.

Image by Chuk Yong from Pixabay