Tackling the Gender Gap in Mathematics with Active Learning Methodologies

Tommaso, Maria Laura Di; Contini, Dalit; Rosa, Dalila De; Ferrara, Francesca; Piazzalunga, Daniela; Robutti, Ornella

doi:10.2139/ssrn.3892600

Cited by 7 publications

(3 citation statements)

References 33 publications

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“…Therefore, it is possible that CL can help to channel equity in the learning of mathematics. In this regard, it has recently been suggested that CL provides the appropriate educational conditions to prevent the traditional gender gap in the performance of mathematics [54]. In the present study, females achieved improved results in mathematics after a CL implementation programme, confirming this hypothesis.…”

Section: Discussionsupporting

confidence: 86%

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

et al. 2022

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Active pedagogies and specifically cooperative learning have been described as effective tools for inclusion and educational equity, a key concept in objective 4 within the Sustainable Development Goals. The aim of this study was to test the temporal stability of a cooperative learning (CL) over two academic years and to analyse its effects on achievement in mathematics. The sample consisted of 6456 students enrolled in school in Spain, aged between 10 and 15 years. The results showed some consistency in the use of this methodology during two school years. Mathematics scores correlated positively with all elements of CL in each of the separate school years. However, logistic regression data showed a significant drop in mathematics. In contrast, during the same period, four of the five elements of CL correlated positively with the results.

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Section: Discussionsupporting

confidence: 86%

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

et al. 2022

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“…There is ample evidence in the STEM pedagogy literature that learning is improved by the use of real-world problems (for a review, see Hmelo-Silver, 2004) and collaborative learning strategies (Springer et al, 1999;Chi and Wylie, 2014). Because research shows that these practices improve learning and also increase the retention of women in these disciplines (Lewis, 2011;Rodriguez et al, 2016;Di Tommaso et al, 2020), we hoped that by utilizing such learning techniques to achieve our goal, we could improve the retention of women in our program.…”

Section: Interventionmentioning

confidence: 99%

Maybe the Issue is not Who Economists Are, but What Economics Is and How it’s Taught: Changing Course Content and Structure to Improve Retention of Women in Undergraduate Economics

et al. 2021

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“…In this respect, our paper puts forward a different perspective arguing that the attitude toward competition might be endogenous and potentially caused by the level of 3 The relevance of social interaction for math learning is highlighted in the literature. See among others, Entwisle et al (1994), Apriliyanto et al (2018), Meroni et al (2021), andDi Tommaso et al (2021). sport practised by kids.…”

Section: Introductionmentioning

confidence: 99%

Train to Reason: Sports and the Girls’ Math-Reading Gap

Rose¹,

Ordine²,

Ferraguto³

et al. 2022

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The aim of this paper is to evaluate if involvement in sport may generate an improvement in girls' performance in math scores relative to those in reading. Using data from the Programme for International Student Assessment (PISA, 2015) on test scores of Italian high school students we implement an Instrumental Variable strategy designed to establish the causal relationship between sports and test scores. The econometric strategy relies on two features, namely, 1) the use of mother education as an instrument to predict the level of sports performed by girls and 2) the use of the ratio of math and reading scores as the main interest-dependent variable to eliminate from the residuals unobserved elements that may shape schooling ability and are likely to be correlated with the educational level of mothers. Results highlight that physical activity improves math test scores for girls. We argue that involvement in sports for girls may make up for the lack of out-of-the-home experiences that typically takes place during childhood, generating an improvement in willingness to compete as well as in the ability to perform strategic and logical reasoning under pressure, fostering math performance.

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Tackling the Gender Gap in Mathematics with Active Learning Methodologies

Cited by 7 publications

References 33 publications

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study

Maybe the Issue is not Who Economists Are, but What Economics Is and How it’s Taught: Changing Course Content and Structure to Improve Retention of Women in Undergraduate Economics

Train to Reason: Sports and the Girls’ Math-Reading Gap

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