Mathematical Domains Across Genders: A Meta-Analytic Investigation

The existing literature comprehensively incorporates some gender differences in mathematics learning. Multiple studies suggest that gender differences could be more or less evident depending on the specific mathematical domain. In order to understand the gap between females and males, the current study aims to investigate gender differences across these mathematical domains through a meta-analytic approach in accordance with PRISMA guidelines. A bibliographic search was conducted between 2010 and 2022, resulting in a final selection of 74 published studies. Then, the attention shifted towards performance of boys and girls in mathematics. Surprisingly, an advantage favouring males emerged in computation assessment. In addition, no gender difference emerged in broad mathematics assessments and national tests, as well as, in geometry, basic numeracy skills, and advanced maths abilities. These findings indicate that a gap between females and males might exist. The latter could be related to moderators that need to be further researched, such as self-efficacy and math anxiety.