Gender Differences In Mathematical Ability

The brain is responsible for all processes in the body. The largest and most advanced part of the brain is our 'cerebral cortex'. It makes up around 80 percent of our brain area and is responsible for complex movement patterns, language, thought and reasoning. It also controls voluntary movement, speech, memory, emotion, sensory processing and most importantly intelligence. The cerebrum is also known as the thinking part of the brain, when you're thinking hard, you're using your cerebrum. It is essential when solving a maths problem for example. The cerebrum is split into two halves, also known as the left and right hemispheres (Westen et al. 2006, p107).

As mentioned above, the brain is divided up into two hemispheres. The two hemispheres have particular characteristics. The left hemisphere is dominant in the more logical thought processes and the right hemisphere lends itself towards more creative and imaginative thinking and is concerned with visuospatial ability and perception.

There are also supposed to be gender differences in visuospatial ability. Volkow and Tomasi stated in 2012 that male brains are more lateralised, meaning males have more of a preference for one hemisphere, generally the left whereas females use both hemispheres, so are less lateralised. The right side of the brain is for visuospatial functions and as males appear to use that side for that function, they are also said to be better at visuospatial tasks. (Volkow et al, 2012)

It is assumed, therefore, that males are better at mathematics. Evidence came from Maccoby and Jacklin in 1974 who concluded that one of four sex differences that were recognised was that males have an advantage in mathematical ability (Maccoby & Jacklin, 1974). Males perform better at spatial tasks, particularly those that require some mental rotation. One of the reasons why males may be better at these tasks is due to their play preferences as children. The way they play stimulates and strengthens the appropriate neural connections in the brain. Male's toys often include a construction element and many males are interested in mechanical structures and using computers. Young males tend to play with lego, which involves rotating the pieces to enable them all to fit together (P. Tassoni, 2007).

Maccoby and Jacklin also concluded in 1974 that there were few sex differences in mathematics until about ages 12-13 when males' mathematical progress surpasses that of a female, implying it is not until the transition from primary school to secondary school that males' mathematical skills improve more rapidly than females (Maccoby & Jacklin, 1974).

Although, maths is usually considered a left-brained, logical discipline, because the left brain focuses on the linear and sequential processing that is essential in maths, neuroscientist Norbert Jausovec in 2009 showed that children with the strongest math skills tended to be those who could use the right and the left side together, in combination (Hancock, 2010).

There is a tendency to believe that there are gender differences in brain lateralisation which influence mathematical ability because evidence from studies still point in that direction. A study that involved almost a million students throughout the USA showed that not only do psychological tests indicate male - female differences in intellectual function, but these are also apparent when their actual school performance is compared. Males do better at maths, the sciences and technical subjects - all visual-spatial tasks. Females do better at verbal subjects, such as languages, literature and history (Sauls & Larson, 1975).

However, although there is evidence from studies, it is important to emphasise that they focus on group differences, based on averages. The variability around the average is so large and the differences between the sexes so small that is quite possible for individuals of either sex to contradict the general tendency. It is likely that some males will be better than the majority of females at vocabulary, just as some females will excel in mathematics and spatial abilities. Just because the average man has better visual-spatial ability than the average women, it does not mean that every man is better than every woman respective to these disciplines. In fact, Hyde et al in 1990 carried out a meta-analysis based on millions of participants and found that sex differences are quite small. They found that among the general population, as opposed to young children, there was a significant difference between mathematical skills, but in the opposite direction to the stereotype. Hyde et al confirmed that there are no sex differences up until late childhood and that it is not until adolescence that they become detectable in certain areas (Hyde et al, 1990). This late developmental change suggests that other factors besides genetics are involved (Durkin, 1995).

A major review of gender differences in spatial and linguistic abilities concluded that gender differences were outweighed by other factors such as the age and culture of the participant (Fairweather, 1976).