Gender and Mathematics

Mathematics is considered a problem. People who are good at it are thought to belong to some kind of elite. Usually "accepted" in this elite, you have to meet some requirements, and most are related to specific gender. "Mathematics is a gift of gods for boys." This is always a society's perception of society. Most people think that the nature of mathematics is mainly related to male attributes, so men are more interested in mathematics. Therefore, according to these people boys get mathematically better by default, girls are excluded from good relations with this research field.

In this article, we will outline the purpose of review by the author of gender difference in mathematics education. After that, we announced the sex and mathematical findings of the industrial society (USA, Australia, UK) and several developing countries in South Africa (South Africa, Mozambique, Botswana). Factors responsible for some of the gender differences in achieving mathematics have been criticized and the relationship between mathematics and social entity (democracy and power) has been challenged. Finally, the significance of the above research on mathematical learning in girls in Botswana (and Africa) is shown.

Review of literature on gender and mathematics in the United States and other Western societies suggests that in the early stages of school education there is a contradictory relationship between sexual and mathematical achievement. For example, in a three-year longitudinal study conducted in the United States, the strategies used by students in elementary school lower grades (1-3) were studied to solve mathematical problems. There is a gender difference in ability to solve mathematical problems of third graders (8 to 10 years old). However, they found a big difference in problem solving strategies. There, girls use a specific solution strategy such as modeling and calculation, boys use more abstract solution strategies to reflect conceptual understanding ", 1998, page 4)

The fact that American society has a big difference in occupational separation and gender socialization in the public sector is due to gender differences in mathematical performance. In Leahey and Guo (2001), this occupational separation began with high school mathematics, and it was found that men are better than mathematics in academic ability test (SAT) for men. This is also the same in the Mathematics section of the American College Exam (ACT).