Gender gaps in mathematics are at the root of gender differences in human capital accumulation, but the role of teaching practices on such gaps has been underinvestigated. We implement a teaching methodology to improve children’s mathematical skills and evaluate the causal effect of the intervention on the gender gap in mathematics in Italy with a randomised controlled trial. The methodology, grounded in active and cooperative learning, focuses on peer interaction, sharing of ideas, learning from mistakes, and problem-solving. The treatment significantly improves girls’ math performance (0.14 standard deviations), with no impact on boys, and reduces the math gender gap by about 40 %. The effect is stronger for girls with high pre-test scores.
Tackling the Gender Gap in Mathematics with Active Learning Methodologies
Maria Laura Di Tommaso;Dalit Contini
;Francesca Ferrara;Ornella Robutti
2024-01-01
Abstract
Gender gaps in mathematics are at the root of gender differences in human capital accumulation, but the role of teaching practices on such gaps has been underinvestigated. We implement a teaching methodology to improve children’s mathematical skills and evaluate the causal effect of the intervention on the gender gap in mathematics in Italy with a randomised controlled trial. The methodology, grounded in active and cooperative learning, focuses on peer interaction, sharing of ideas, learning from mistakes, and problem-solving. The treatment significantly improves girls’ math performance (0.14 standard deviations), with no impact on boys, and reduces the math gender gap by about 40 %. The effect is stronger for girls with high pre-test scores.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.