Boys better at maths? That just doesn’t add up

FOR many years it was assumed that boys were better than girls at maths.

But new Scottish-led research has dispelled the long-held notion by finding that both sexes perform equally well in the subject.

The first UK-wide study of its kind for 13 years found differences in maths attainment between girls and boys to be almost negligible.

It has led to calls for girls to be given more encouragement to study subjects that have traditionally been popular with boys, to address gender inequalities in the workplace.

Keith Topping, professor of educational and social research at the University of Dundee, also found that regular and high-quality maths practice improves outcomes across the board and that primary pupils outperform secondary students.

Professor Topping said schools should encourage more girls to take up STEM subjects – science, technology, engineering and maths – to challenge the ‘male stranglehold on careers in these areas’.

The academic analysed data from 20,103 primary and secondary school pupils across the UK.

He said: ‘This research shows that with regular and thorough practice of the basic mathematical principles, we can help raise attainment across the board and improve students’ overall educational outcomes.

‘Maths skills are becoming more and more important in an increasingly digital and autonomous world.

‘This study shows practically no difference between boys and girls when it comes to attainment.’

He added: ‘Educationalists must challenge the gendering of STEM subjects if we are to ever see more female engineers, scientists, and mathematicians.’

Lauren Shapiro, of assessment firm Renaissance, which was involved in the study, said: ‘There is an enduring myth that girls don’t perform as well as boys in maths. This stereotype can follow them into later life, with fewer women taking up careers in STEM subjects or becoming maths teachers.

‘But this research indicates that does not need to be the case. This should be a wake-up call for all educationalists.’

She added: ‘We need to push for a cultural change in schools to shake off the male-oriented reputation that certain STEM subjects have among students.

‘This research also demonstrates that practice makes perfect. Timetables are increasingly stretched, but as little as 15 minutes of practice in maths can make a huge difference.’

There has long been concern about the proportion of girls who drop maths early in their secondary school careers.

Two years ago, University of Glasgow researchers found 15-year-old girls displayed more ‘negative emotion and maths anxiety’ than boys.

That year the Scottish Qualifications Authority said female pupils had sat 2,102 fewer Highers in STEM subjects than girls the year before, a fall of 7 per cent.

Recent research into pupils’ attitudes by management consultant Accenture found half of 12-year-old Scottish girls believe science and mathematics are ‘too difficult’.

Experts say women account for only 14.4 per cent of all people working in STEM careers in the UK, despite making up about half of the workforce.