Differences in mathematical achievement between men and women are generally small or statistically insignificant -argues Aleksandra Gajda of the Maria Grzegorzewska University in her latest article published in the scientific quarterly EDUKACJA.
The author demonstrates that socio-cultural factors play a far more significant role in shaping mathematical performance than innate abilities.
In the article, she proposes a four-dimensional theoretical model that explains students’ learning preferences in the context of STEM education. Rather than attributing engagement in STEM fields solely to mathematical ability, the model highlights the influence off actors such as gender, teaching methods, and family attitudes.
We invite you to read the full article, available on the EDUKACJA website.