Denmark fourth-graders show concerning gender gap in mathematics achievement
Since 2015, fourth-grade students in Denmark have significantly lagged in the subjects of mathematics and science/technology, according to newly published data from TIMSS assessments. Conducted every four years, TIMSS evaluates the skills of fourth graders globally in these subjects and has been administered in Denmark since 2007. Students complete a workbook containing tasks from both disciplines.
The findings reveal a particularly concerning trend highlighted by Rune Müller Kristensen, a lecturer and researcher involved in the study. Girls are falling behind boys in mathematics, with the gap widening from a small, stable difference between 2007 and 2019 to double that amount today. This indicates that girls are lagging by approximately a quarter to half a year of schooling by fourth grade.
While boys’ average scores have improved since the last assessment in 2019, girls’ points have dropped to their lowest level since the inception of the study. Notably, girls have seen a regression in “Measurement and Geometry,” while boys show advancement in “Statistics.”
The researcher believes that societal expectations regarding gender roles may contribute to these educational disparities. Variations in confidence and perceptions of capability in these subjects can significantly influence student performance.
As fourth graders still have many years left in their education, it raises questions about whether these differences can be reconciled over time. Kristensen notes that recent efforts have aimed primarily at assisting boys in catching up, which may have overshadowed support for other subjects.
The persistence of these gender differences in mathematics could have far-reaching implications, particularly as students advance in their education, potentially leading to a more gender-segregated job market in the future.