España 
Italia 
United States 
Brasil 
Chile
Ecuador
Mexico
Colombia
Perú
International Day of Women and Girls in Science: Addressing the gender gap in mathematics through education
February 11 marks the International Day of Women and Girls in Science, a day established to recognize women’s contributions in scientific fields and to promote equity in STEM (science, technology, engineering, and mathematics).
However, despite progress, a significant gender gap in education persists, especially in mathematics. This gap begins to form at very early ages and continues throughout students’ academic and professional lives.
Today we would like to mark this day by talking about the origins of this issue, the consequences it creates, and the strategies we can use to address it. At Innovamat, we don’t want to stand by and do nothing in the face of this reality!
Tabla de contenidos
What evidence do we have that this gap exists?
On the one hand, the PISA 2022 reports reveal that, on average, boys score 9 points higher than girls on the math test in OECD countries (OECD, 2023). This gender gap in achievement has remained stable—and has even increased—over the last decades, suggesting that structural factors continue to affect girls’ learning in this area. In the PISA 2018 reports, the gender difference in results was 5 points, almost half of the most recent data collected.
However, it is not only about differences in results, but also a gap in self-perceived math competence: according to PISA 2022 data, only 11% of girls say they are “very well prepared” to solve complex math problems, compared to 22% of boys (OECD, 2023).
This is extremely relevant because differences in self-confidence and perceptions of one’s own ability play a key role in continuing and deepening math learning. They can lead to lower persistence in the subject and can even influence future academic and career decisions. In addition, differences in perceived competence have been linked to the development of math anxiety and an aversion to taking risks in learning contexts (Meece, Wigfield & Eccles, 2006).
On the other hand, multiple studies have shown that the gender gap in mathematics tends to increase over time and is more noticeable at higher grade levels. According to TIMSS 2019 data, in 4th grade (around age 9), the global difference in achievement between boys and girls is about 14.6 points in favor of boys, even though there are many countries where the gap was significantly smaller, or even in favor of girls. However, by 8th grade (around age 13), the gap increases significantly, with boys scoring up to 20 points higher than girls in several regions of the world, especially in countries with strong gender biases in education (Mullis et al., 2020).
Then, at the end of the school years, we see that the gap is reflected in students’ choices of postsecondary studies. According to UNESCO reports (2022), only 35% of students who choose majors in STEM fields are women. This low representation is due, in part, to the accumulation of barriers and stereotypes that begin forming in childhood. The lack of role models and low self-confidence in mathematics are two key factors that limit girls’ pathways into scientific fields, creating a disparity in academic preparation that has direct implications for innovation, diversity of perspectives, and ultimately for the economic and social development of societies.
In addition, in addition to the various international studies that clearly show this gap, at Innovamat we have also been able to gather evidence of it through the results of ourAssessment and Intervention Tools, as well as internal studies developed by our research team.
First,the ConMat tests of Mathematical Knowledge which are administered from 3rd grade of elementary school through 1st year of middle school (ages 8 to 12) have identified differences in achievement that, while they can be subtle in the early grades, become larger in later grades, especially starting around age 10.
On the other hand,we have studied the correlation between anxiety, low self-confidence, and achievement in mathematics.Through questionnaires and socioemotional assessments, we found that starting around ages 8 or 9, girls show higher levels of math anxiety than boys and lower levels of self-confidence. In addition, both math anxiety and self-confidence are closely correlated with students’ math performance. Although there is scientific debate about whether anxiety and self-confidence directly affect performance or, on the contrary, performance affects these factors, recent studies suggest it is a vicious cycle with bidirectional influences (Carey, Hill, Devine & Szűcs, 2016). These findings highlight the importance of including emotional support strategies and inclusive teaching methods in the classroom.
So, what causes this gap?
Explanations behind the gender gap in mathematics
The gender gap in mathematics is not explained by biological differences. Instead, it is the result of a complex interaction of social, cultural, and pedagogical factors.
When it comes to sociocultural factors, on the one hand, we have gender stereotypes that shape expectations about what is “appropriate” or “expected” based on gender, limiting women’s exploration of areas traditionally considered masculine. Studies such as Cvencek, Meltzoff, and Greenwald (2011) have shown that, as early as age six, girls begin to associate math with boys and reading with girls. This internalization of stereotypes is reinforced over time through media, classroom attitudes, and social expectations in the surrounding environment.
This affects, and adds to, the lack of visibility and/or representation. The limited representation of women in STEM majors and in leadership positions reinforces the idea that math and science are mostly male fields. According to UNESCO data (2019), fewer than 30% of researchers worldwide are women, which translates into a lack of positive role models for girls. The absence of role models reduces the likelihood that girls will identify with scientific careers, creating a cycle that perpetuates the gap.
All of the above, which is deeply internalized and embedded at the social level, creates unconscious biases that carry into the classroom, creating pedagogical factors that reproduce the gender gap. One of these is the expectations that teachers—and even families—place on girls’ academic performance. Classic research by Eccles and Jacobs (1986) points out that, even when math results are similar, parents and teachers tend to value boys’ performance more, which reinforces a lower self-perception among girls. Comments like “you work so hard” directed at girls, in contrast to “you’re so smart” for boys, can subtly send the message that math ability is an innate gift in boys and a chance achievement in girls.
This is crucial because several studies have shown that math anxiety affects not only students, but also teachers, and especially women teachers. A 2010 University of Chicago study led by Sian Beilock and Susan Levine found that women teachers’ math anxiety can negatively affect girls’ math achievement, without impacting boys. According to the authors, this anxiety can send the message that women are not good at math, which can discourage girls and harm their outcomes, especially in elementary school, where most teachers are women.
In addition to the above, there is the well-known “hidden curriculum,” a concept that refers to the unspoken lessons students learn through attitudes, behaviors, and implicit expectations in the educational environment. Research, such as studies by Tiedemann (2000), has shown that teachers, without conscious intention, may communicate the idea that boys have an innate math ability, while girls must work harder to achieve similar results. These kinds of unspoken messages are reinforced through different feedback practices and the use of language that often reinforces gender stereotypes.
So, what can we do to reduce this gap?
What can we do? An invitation to reflect
Solving this issue requires a joint effort that involves educational institutions, teachers, families, and both private and public stakeholders in the educational ecosystem.
In the case of educational institutions, it is essential to invest in teacher training so educators can identify and fight gender biases that are present implicitly and unconsciously in the classroom. In the same way, we should aim for inclusive curriculum designs, with educational materials that reflect diversity and do not perpetuate stereotypes, incorporating examples and role models of women in science and mathematics.
When it comes to teachers, it is crucial to encourage equitable participation and create an environment where mistakes are celebrated as part of the learning process. Likewise, including examples in class of pioneering and current women in mathematics and science can help make role models visible, motivating girls to see themselves in those roles. In fact, multiple studies show the importance of having role models. For example, the study by Dennehy & Dasgupta (2017) shows that an effective intervention to reduce women’s dropout rates in engineering, as well as improve their self-confidence and sense of belonging, is having women mentors (instead of men) whom students can identify with.
Parents and caregivers should promote an environment where effort is valued and abilities are reinforced, avoiding comments that could limit girls’ aspirations. Studies show that fostering a growth mindset—that is, the belief that intellectual abilities are not fixed, but can change with effort or practice—can be positive and is linked to better academic outcomes (Blackwell et al., 2017). Encouraging messages can be an important consideration. For example, encouraging children with comments like “you must have worked really hard” instead of “you must be very smart” has been shown to help them be more persistent later in situations of failure (Cimpian et al., 2007). On the other hand, sparking curiosity by providing access to toys, books, and activities that encourage logical thinking and interest in science and mathematics from early ages is a great action to take.
Finally, at Innovamat we want to keep doing our part. Currently, we are developing tools and studies that address socioemotional and pedagogical factors through a gender lens, so that we can help bring visibility to the existing gender gap in the different schools that work with us. One of these is a pilot study that aims to evaluate the impact of an intervention designed to foster a growth mindset in students and, as a result, reduce their math anxiety. Based on the findings of researchers such as Carol Dweck and Jo Boaler from Stanford University, who established a correlation between growth mindset and math achievement, we aim to analyze how students who believe in their ability to learn through effort show greater academic success. The intervention also aims to challenge gender and math stereotypes that students may have internalized.
In the same way, we aim to increase the visibility of major women role models in mathematics across the different resources and instructional materials that are part of our program.
As we have seen, the International Day of Women and Girls in Science is not only a day to celebrate achievements, but also an opportunity to recognize and transform the barriers that have limited women’s participation in areas as fundamental as mathematics. International evidence and our internal studies confirm that the gender gap is the result of a web of factors—from hidden curriculum and stereotypes to the lack of role models and different expectations—that require interventions at multiple levels.
Investing in educational equity and in strategies that increase girls’ interest, self-confidence, and achievement in mathematics is, without a doubt, an investment in a more diverse, innovative, and just future. We invite institutions, teachers, families, and the entire educational community to reflect and act together to break down these barriers. At Innovamat, we reaffirm our commitment to leading change through research, the development of inclusive teaching methods, and the promotion of an educational environment that nurtures the talent of everyone.
Are you ready to be part of this transformation?
References
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
Carey, E., Hill, F., Devine, A., & Szücs, D. (2016). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 6, 1987. https://doi.org/10.3389/fpsyg.2015.01987
Cimpian, A., Arce, H.-M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18(4), 314–316. https://doi.org/10.1111/j.1467-9280.2007.01896.x
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82(3), 766-779. https://doi.org/10.1111/j.1467-8624.2010.01529.x
Dennehy, T. C., & Dasgupta, N. (2017). Female peer mentors early in college increase women’s positive academic experiences and retention in engineering. Proceedings of the National Academy of Sciences, 114(23), 5964-5969. https://doi.org/10.1073/pnas.1613117114
Eccles, J. S., & Jacobs, J. E. (1986). Social forces shape math attitudes and performance. Signs: Journal of Women in Culture and Society, 11(2), 367-380. https://doi.org/10.1086/494229
Meece, J. L., Wigfield, A., & Eccles, J. S. (2006). Motivational beliefs, values, and goals. En P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2ª ed., pp. 269-295). Lawrence Erlbaum Associates.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2020). TIMSS 2019 International results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://timssandpirls.bc.edu/timss2019/international-results/
OECD. (2023). PISA 2022 results. Organisation for Economic Co-operation and Development. https://www.oecd.org/pisa/
Tiedemann, J. (2000). Parents’ gender stereotypes and teachers’ beliefs as predictors of children’s concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144-151. https://doi.org/10.1037/0022-0663.92.1.144
