The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).

[EN] National and international assessments consistently report gender differences in mathematics, with boys scoring higher than girls. This study aims to explore whether the gender gap has been overcome in mathematical competence; as well as to check what similarities and differences there are acco...

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Detalles Bibliográficos
Autores: Oregui González, Eider, Azkarate Morales, Ander, Lojo Novo, Amaia, Bartau Rojas, Isabel Ana
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/70216
Acceso en línea:http://hdl.handle.net/10810/70216
Access Level:acceso abierto
Palabra clave:gender gap
mathematical achievement
mathematical competence
school effectiveness
STEM education
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network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).
La Brecha de Género en la Competencia Matemática y Eficacia Escolar en el País Vasco (España).
title The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).
spellingShingle The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).
Oregui González, Eider
gender gap
mathematical achievement
mathematical competence
school effectiveness
STEM education
title_short The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).
title_full The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).
title_fullStr The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).
title_full_unstemmed The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).
title_sort The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).
dc.creator.none.fl_str_mv Oregui González, Eider
Azkarate Morales, Ander
Lojo Novo, Amaia
Bartau Rojas, Isabel Ana
author Oregui González, Eider
author_facet Oregui González, Eider
Azkarate Morales, Ander
Lojo Novo, Amaia
Bartau Rojas, Isabel Ana
author_role author
author2 Azkarate Morales, Ander
Lojo Novo, Amaia
Bartau Rojas, Isabel Ana
author2_role author
author
author
dc.subject.none.fl_str_mv gender gap
mathematical achievement
mathematical competence
school effectiveness
STEM education
topic gender gap
mathematical achievement
mathematical competence
school effectiveness
STEM education
description [EN] National and international assessments consistently report gender differences in mathematics, with boys scoring higher than girls. This study aims to explore whether the gender gap has been overcome in mathematical competence; as well as to check what similarities and differences there are according to the school effectiveness, educational stage, and the Diagnostic Assessment (DA) editions in the Autonomous Community of the Basque Country (ACBC). The study follows a descriptive design with a quantitative methodology, analysing census data on the mathematical competence of 4th grade primary and 2nd grade secondary students during the most recent editions of the DA. The results confirm that mathematics achievement is determined by both the gender gap and school effectiveness. Even so, some positive trends can be observed in the latest editions of the DA and, above all, in the secondary education stage to close the gender gap. The study highlights the need to develop mechanisms for measuring equality in schools in a systematic manner, and reviews some of the strategies and action plans currently being implemented to foster gender equality in the classroom.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/70216
url http://hdl.handle.net/10810/70216
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MCIU/PGC2018-094124-B-I00/
https://doi.org/10.17583/ijep.13664
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Hipatia Press
publisher.none.fl_str_mv Hipatia Press
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling The Gender Gap in Mathematical Competence and School Effectiveness in the Basque Country (Spain).La Brecha de Género en la Competencia Matemática y Eficacia Escolar en el País Vasco (España).Oregui González, EiderAzkarate Morales, AnderLojo Novo, AmaiaBartau Rojas, Isabel Anagender gapmathematical achievementmathematical competenceschool effectivenessSTEM education[EN] National and international assessments consistently report gender differences in mathematics, with boys scoring higher than girls. This study aims to explore whether the gender gap has been overcome in mathematical competence; as well as to check what similarities and differences there are according to the school effectiveness, educational stage, and the Diagnostic Assessment (DA) editions in the Autonomous Community of the Basque Country (ACBC). The study follows a descriptive design with a quantitative methodology, analysing census data on the mathematical competence of 4th grade primary and 2nd grade secondary students during the most recent editions of the DA. The results confirm that mathematics achievement is determined by both the gender gap and school effectiveness. Even so, some positive trends can be observed in the latest editions of the DA and, above all, in the secondary education stage to close the gender gap. The study highlights the need to develop mechanisms for measuring equality in schools in a systematic manner, and reviews some of the strategies and action plans currently being implemented to foster gender equality in the classroom.[ES] Las evaluaciones nacionales e internacionales identifican de forma consistente diferencias de género en matemáticas, en las que los chicos obtienen puntuaciones más altas que las chicas. Este estudio pretende explorar si se ha superado la brecha de género en la competencia matemática; así como comprobar qué similitudes y diferencias hay en relación a la eficacia escolar, la etapa educativa y las ediciones de la Evaluación de Diagnóstico (ED) en la Comunidad Autónoma del País Vasco (CAPV). El estudio tiene un diseño descriptivo con una metodología cuantitativa, analizando datos censales de la competencia matemática del alumnado de 4º de primaria y 2º de secundaria durante las últimas ediciones de la ED. Los resultados confirman que el rendimiento en matemáticas está determinado tanto por la brecha de género como por la eficacia escolar. Aun así, se observan algunas tendencias positivas en las últimas ediciones de la ED y, sobre todo, en la etapa de educación secundaria para reducir la brecha de género. El estudio pone de manifiesto la necesidad de desarrollar mecanismos para medir la igualdad en los centros educativos de forma sistemática y repasa algunas de las estrategias y planes de acción que se están aplicando actualmente para fomentar la igualdad de género en las aulas.We would like to acknowledge the Basque Institute for Research and Evaluation in Education (ISEI-IVEI) for providing the supporting data for this study..This research has been carried out within the R&D Project [PGC2018-094124-B-I00] GESKOLA - School improvement from a gender perspective in schools in the Autonomous Community of the Basque Country (ACBC)" financed by the State Research Agency (AEI) of the Ministry of Science, Innovation and Universities (MCIU) of the Spanish Government and co-financed by the European Regional Development Fund (ERDF); and, within the GANDERE Research Group [GIU21/056] subsidized by the University of the Basque Country (UPV/EHU): https://www.ehu.eus/gandereHipatia Press202420242024info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/70216reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MCIU/PGC2018-094124-B-I00/https://doi.org/10.17583/ijep.13664info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/(c) 2024 Eider Oregui-González, Ander Azkarate-Morales, Amaia Lojo-Novo, Isabel Bartau-Rojas. This work is licensed under a Creative Commons Attribution 4.0 International License.oai:addi.ehu.eus:10810/702162026-06-18T09:23:17Z
score 15,81155

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