Girls fall behind in math because of discrimination

According to the report, children have up to 1.3 times more likely of girls to acquire mathematical skills. Negative gender norms and stereotypes—often promoted by teachers, parents, and other children about girls’ lack of an innate ability to understand mathematics—contribute to this disparity. This also undermines girls’ self-confidence as it sets them up for failure.

And girls able like children to master mathematics. What they lack are the same opportunities to acquire these basic skills, said UNICEF Executive Director Catherine Russell. “We need to break the gender stereotypes and norms that hold girls back, and we need to redouble our efforts to ensure that every girl and boy has the essential skills they need to succeed in school and in life.”

According to the report, education Mathematical skills in turn enhance memory, comprehension and analysis, while improving the creative ability of boys and girls. On the eve of the Summit on Education Transformation, scheduled for next week, UNICEF is warning that children who lack basic mathematical knowledge and other basic learning may have difficulty carrying out basic tasks such as solving problems or following logical reasoning.

Analysis of data from the 34 low- and middle-income countries included in the report shows that in addition to girls falling behind boys, Three-quarters of fourth graders do not acquire basic arithmetic skills. On the other hand, data from 79 high- and middle-income countries reveal that more than a third of 15-year-olds have not yet reached a minimum level of proficiency in mathematics.

social gap

Family wealth is also a determining factor. According to the document, students from the richest families are 1.8 times more likely to acquire arithmetic skills by fourth grade than children from the poorest families. In addition, boys and girls who participate in early childhood education and care programs are 2.8 times more likely to have a minimum proficiency in mathematics by age 15 than those who have not received such education.

Covid burden

According to the report, it is possible that the Covid-19 pandemic has worsened children’s math skills. Moreover, these analyzes focus on girls and boys who are currently in school: in countries where girls are less likely to attend school than boys, overall disparities in math proficiency are likely to be greater.

UNICEF calls on governments to commit to providing quality education for all children. In this regard, he urges greater efforts and investments to re-enroll and retain all children in school, expand access to remedial and catch-up classes, support teachers and provide them with the tools they need, and ensure that schools provide a safe and supportive environment. An environment for all girls and boys to learn.

“The education of an entire generation of boys and girls is at risk. This is not the time for empty promises: to change early childhood education, we need to act fast.”