The Math Gap
For decades, the idea that boys perform better than girls in mathematics has persisted, despite the lack of evidence for any innate superiority. Now, a major study conducted in France with nearly three million schoolchildren has revealed a key finding: differences in math performance between boys and girls emerge during the first year of primary school. This discovery, published in the journal Nature, is crucial for understanding and reversing this trend.
This article confirms that the gap emerges early and is universal. The research analyzed four cohorts of students who began primary school in France between 2018 and 2021. The results were striking: at the beginning of first grade, no significant differences were found in math abilities between genders. However, after just four months of classes, boys began to pull ahead—and this gap widened throughout the school year.
What’s most striking is the universality of this phenomenon. The gender gap was observed across all cohorts, socioeconomic groups, regions of France, and types of schools. This consistency suggests that any policy aiming to reduce this disparity must also be universal in scope.
Dr. Pauline Martinot, neuroscientist and author of the study, emphasizes that “gender inequalities in children’s math performance are neither innate nor inevitable.” Dr. Jillian Lauer, psychologist at the University of Cambridge, adds that “if we want to keep girls from falling behind, we need to focus on their early experiences in school.”
The study demonstrated that it is the beginning of formal education—not age—that triggers this gap. This reinforces the idea that the causes lie in the school environment rather than in innate differences. Although the study does not pinpoint the exact causes of this divergence, the authors identify several contributing factors:
- Math anxiety: Girls tend to experience higher levels of anxiety around math, which may affect their performance.
- Gender stereotypes: The stereotype that “boys are better at math” can undermine girls’ confidence. Teachers and families may unknowingly reinforce this, attributing girls’ success to diligence and boys’ success to talent.
- Timing of schooling: Stereotypes may take hold when math becomes a distinct subject or when families increase their focus on education.
This study is a wake-up call for families, educators, and scientists. Interventions are crucial, as lower participation of women in STEM careers (science, technology, engineering, and mathematics) deprives these fields of valuable diversity and limits women’s opportunities for success.
Several actions are suggested to help close this gap:
- Support to reduce math-related anxiety
- Encourage equal participation of boys and girls in the classroom
- Stimulate curiosity and problem-solving outside of school, encouraging families to play logic games
- Challenge stereotypes by educating about the absence of innate differences in math ability and the value of making mistakes
- Provide training and resources for teachers to adapt their practices
- Foster collaboration between schools and researchers to ensure effective interventions
- Promote cultural change to address stereotypes present in broader society
Ultimately, ensuring the best possible education for all students is a right of every child and a shared responsibility of schools and society. As we have emphasized many times in this newspaper, it is essential to be guided by evidence and to implement successful educational practices that offer equal opportunities for everyone—to finally break this gender gap once and for all.
Article translated by Periódico Educación
Secondary school teacher