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The “Girl Crisis”: The Relationship Between Early Gender Differences and Future Mathematical Learning and Participation

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Mathematical Learning and Cognition in Early Childhood

Abstract

In this chapter, we explore the early childhood origins gender differences and future mathematical learning and participation. We draw from the extant of the literature and also from our own recent research. We explore the evidence to consider whether different patterns of participation are motivated by cognitive, behavioral, attitudinal, or socialized differences. Additionally, we reflect on the lack of representation of males and fathers in research. In addition, we discuss the lack of conclusiveness in some of the gender gap research. Findings suggest gender differences in mathematical abilities prior to formal schooling may be more socialized than innate. A more recent meta-analysis demonstrated that gender differences tend to disappear over time.

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Authors and Affiliations

  1. Faculty of Education, Wilfrid Laurier University, Waterloo, ON, Canada

    Samantha Makosz

  2. Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada

    Joanna Zambrzycka

  3. Huron University (at Western University), London, ON, Canada

    Donna Kotsopoulos

Authors
  1. Samantha Makosz
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  2. Joanna Zambrzycka
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  3. Donna Kotsopoulos
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Correspondence to Donna Kotsopoulos .

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Editors and Affiliations

  1. Department of Psychology, University of Regina, Regina, SK, Canada

    Katherine M. Robinson

  2. Department of Education, Concordia University, Montreal, QC, Canada

    Helena P. Osana

  3. Department of Mathematics, Wilfred Laurier University, Waterloo, ON, Canada

    Donna Kotsopoulos

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Makosz, S., Zambrzycka, J., Kotsopoulos, D. (2019). The “Girl Crisis”: The Relationship Between Early Gender Differences and Future Mathematical Learning and Participation. In: Robinson, K., Osana, H., Kotsopoulos, D. (eds) Mathematical Learning and Cognition in Early Childhood. Springer, Cham. https://doi.org/10.1007/978-3-030-12895-1_2

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