Key ideas
Core concepts
- In VCE, girls outperform boys in 16 of the 20 most popular subjects, with the exceptions of Physics, Chemistry, and Specialist Maths.
- Girls’ advanced social development may discourage the mathematical risk-taking needed for learning, and boys’ delayed reading and writing development may steer them toward STEM subjects.
The gender gap in maths refers to observable performance differences between male and female students in mathematics, most visibly in advanced courses like Specialist Mathematics.
Connected to
Culture of Error | Experts and Novices Think Differently | Non-Explicit Teaching | Maths Anxiety
Performance patterns
In VCE 2021, girls outperformed boys in 16 of the 20 most popular subjects. The exceptions were Physics, Chemistry, and Specialist Mathematics.
Explanations for performance differences
Several explanations exist for these patterns, though the evidence supporting any single mechanism remains limited. The most plausible account combines developmental differences with classroom culture.
Girls’ more rapid social development makes them more conscious of the social implications of making mistakes, creating heightened risk aversion. Mathematical learning requires risk-taking and error-making as an integral part of the learning process. This tension may discourage girls’ full engagement in problem-solving where errors are a natural feature rather than sources of social judgment. Creating a Culture of Error where mistakes are treated as valuable learning opportunities can reduce this barrier.
Boys’ delayed reading and writing development relative to girls may steer them toward STEM subjects where language demands are lower. During formative high school years, boys struggling in humanities courses may gravitate toward mathematics, where they experience comparative advantage. This developmental timing, rather than innate aptitude differences, could explain the pattern of gendered subject choices.
Research cautions and context
Not all proposed solutions to the gender gap are equally evidence-based. A common pitfall is extrapolating from advanced mathematics to school-level instruction. PhD-level mathematics differs vastly from school mathematics due to expert-novice differences. Research examining visual, creative, and exploratory mathematical thinking at doctoral level does not directly inform instruction for students with foundational knowledge gaps. Some researchers propose inquiry-based learning as a gender-gap solution without establishing clear connections between this pedagogical approach and the underlying performance differences. How university-style mathematical approaches would address school-level gender gaps remains unclear.
Effective interventions should focus on what research supports. Creating environments where mathematical errors are treated as learning opportunities addresses the risk-aversion pattern in girls’ performance. Recognising that social awareness may inhibit mathematical exploration allows teachers to deliberately build psychological safety into lessons. Understanding that boys and girls may approach STEM subjects differently due to developmental timing prevents overinterpreting performance differences as evidence of ability differences. These approaches are grounded in observable mechanisms rather than untested pedagogical theories.
References
Boaler, J. (2014). Research suggests that timed tests cause math anxiety. Teaching Children Mathematics, 20(8), 469-474. https://doi.org/10.5951/teacchilmath.20.8.0469
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103-127. https://doi.org/10.1037/a0018053
Guiso, L., Monte, F., Sapienza, P., & Zingales, L. (2008). Culture, gender, and math. Science, 320(5880), 1164-1165. https://doi.org/10.1126/science.1154094
Hyde, J. S., & Mertz, J. E. (2009). Gender, culture, and mathematics performance. Proceedings of the National Academy of Sciences, 106(22), 8801-8807. https://doi.org/10.1073/pnas.0901265106
Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford University Press.
VCAA. (2021). VCE statistical information. Victorian Curriculum and Assessment Authority.
Wang, M. T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choice: Individual and gender differences in choice of careers in science, technology, engineering, and mathematics. Psychological Science, 24(5), 770-775. https://doi.org/10.1177/0956797612458937