Questioning the Question:
“Who is better at Mathematics: Males or Females?”
What do we mean by ‘better’?
We are considering 3 different sectors of mathematical
knowledge:
➢ Mathematics marks in 12th Board Exams and other national
and international olympiads
➢ General understanding of Mathematics topics
➢ Practical Mathematics skills
What age group are we considering?
We decided that the age group of 15 and above would be best to
survey, as we feel they would be the most mature in their
answers. This also helps to avoid bias, as people below that age
group have a high chance of just choosing their own gender and
also have less experience and knowledge as compared to people
who are 15+. We will also try to ask more adults, as we believe
that they have the most mature answers.
How will we try to avoid bias?
To neutralize bias in the study, we shall be making a group effort
to ensure that we have an even number of respondents to survey
male and female, thus promoting gender equality. We shall also
accept varied participants to avoid a single viewpoint; such as
people from different backgrounds or different experiences.
Through the course of this process though, we will be careful and
evaluate our work to find any possible bias in it and remove it.
How are we going to test people for their basic
understanding of Mathematics and their practical Math
skills in daily life?
Since we are surveying a more mature audience, and it would be
unprofessional to make people sit a test, we have decided to
include a question in our survey asking our audience how well
they think they are in Mathematics.
How will we present our results?
Once we obtain our results, we will share our findings in the
form of a PowerPoint (PPT) presentation which will include
appropriate visuals such as pie charts and bar graphs, etc. to
enhance our communication. These images will help present the
important patterns and relations to the audience. Furthermore,
apart from stating the final outcomes, we shall also summarize
all the write-ups that were referred to in the earlier stages of this
work. This will be done in the chronological order of dates of
occurrence but summarized. As such, the purpose of the
presentation is to show the audience our work in the most
visually appealing way possible.
What evidence exists to suggest differences in math
performance between males and females?
Research shows mixed results regarding math performance by
gender. While some studies suggest slight male advantages in
spatial reasoning and problem-solving tasks, girls often perform
equally or better in classroom settings and standardized tests.
Additionally, as educational systems evolve, female students have
shown improvements, particularly in high school and college-
level math courses.
How do societal expectations and stereotypes influence
math abilities in boys and girls?
Societal expectations often suggest that boys are naturally better
at math, leading to increased pressure for them to excel, while
girls may internalize beliefs that they are less capable. This
disparity can discourage girls from pursuing math-intensive
subjects and careers.
Are there any studies that show a change in math
performance trends over time for males and females?
Recent studies indicate that the performance gap in math is
narrowing. Girls are increasingly scoring as well as or better
than boys on standardized tests and are more actively pursuing
education and careers. Over the last few decades, educational
initiatives have aimed to close this gap, resulting in significant
progress for female students.
How do cultural factors impact the perception of math
abilities in males versus females?
Cultural attitudes often reflect a bias toward boys excelling in
math, with parents and educators sometimes unconsciously
providing more encouragement to boys. These perceptions can
lead to fewer opportunities for girls to engage in math-related
activities, limiting their confidence and interest in pursuing
advanced math.
In what ways can confidence levels in math differ between
genders, and how does this affect performance?
Studies show that girls often experience lower confidence in
their math abilities, even when their performance is on par with
boys. This lack of confidence can result in reluctance to
participate in math classes or pursue advanced math courses,
ultimately affecting their performance and interest in math-
related fields.
How does participation in math-related extracurricular
activities vary between boys and girls, and what impact
does this have on skills?
Boys typically engage more in math-related extracurricular
activities, such as math clubs and competitions, which provide
additional practice and exposure. However, the trend is changing
as more girls participate in these activities, leading to increased
skill development and interest in math and related fields.
