ESPE Yearbook of Paediatric Endocrinology

To read the full abstract: npj Science of Learning 2019;4:1–7.

To investigate the early biology of mathematics ability, these authors tested for gender differences in the neural processes of mathematics in young children using functional magnetic resonance imaging (fMRI). Across all analyses, they found similar neural functioning between genders, indicating that boys and girls engage the same neural system during mathematics development.

A single study in 1992 of intrinsic, biological gender differences in mathematics ability has been the basis of a debate about the underrepresentation of girls and women in STEM fields (science, technology, engineering, and mathematics). Some have suggested that girls and women are underrepresented in STEM careers due to biological differences.

This is the first neuroimaging study to evaluate biological gender differences in mathematics aptitude of young children. These researchers measured brain activity with fMRI in 104 young children (age 3–10 years; 55 girls) while watching an educational video covering early mathematics topics, such as counting and addition. They implemented both frequentist and Bayesian analyses that quantify gender similarities and differences in neural processes. In addition, they examined brain maturity by comparing scans of children to those in adults (n =63; 25 women) who watched the same videos.

They found no difference in brain development of girls and boys. In addition, they found no difference in how boys and girls processed mathematics skills and they were equally engaged while watching the educational videos. Finally, brain maturity was equivalent in children and adults.

So, why do girls succeed less in STEM? The authors speculate that families spend more time with young boys in play that involves spatial cognition. Teachers also preferentially spend more time with boys during mathematics classes. Finally, children often pick up on cues from their parent’s and teacher’s expectations. This may be true, but from personal observations, we leave on the table an option that boys have a genuine greater interest than girls in mathematics. Once they attend STEM classes, the neural mechanisms for processing it seems to be gender indifferent.