Girls lag behind boys in mathematics globally, a United Nations agency said on Wednesday, noting that this gap is rooted in particular in sexism and gender stereotypes.
According to new analyzes of data from more than 100 countries and territories compiled by the United Nations Children’s Fund (UNICEF), boys are up to 1.3 times more likely than girls to acquire math skills.
In this context, the UN agency pointed to an “often stereotyped” view held by teachers, parents and other students about the innate inability of girls to understand mathematics, noting that such attitude also has the effect of undermining girls’ self-confidence, setting them up for failure.
“Girls are just as good at mastering math as boys, but unfortunately they don’t have the same chance to learn these critical skills,” said UNICEF’s Executive Director, on the occasion of the publication of those data.
According to an analysis of data from 34 low- and middle-income countries, girls do lag behind boys.
According to the document, three-quarters of school-aged children in the 4th grade of primary education lack basic numeracy skills. According to data from 79 middle- and high-income countries, more than a third of 15-year-old students still have insufficient math skills.
“The learning of a whole generation of children is under threat: this is not the time for empty promises. We must act now to transform education for every child,” said Ms. Russell. The level of household wealth is also a determining factor, according to the UN.
Indeed, the report indicates that students from the wealthiest households are 1.8 times more likely to acquire numeracy skills by the time they enter grade 4 of primary school than children from the poorest households. poor.
Ahead of the UN Education Transformation Summit scheduled for the 77th UN General Assembly, UNICEF warns that low levels of numeracy skills, especially among girls, put jeopardizing children’s ability to learn, develop and progress, calling on governments to commit to providing a quality education for all children.
It urgently calls for additional investment to enable all children to return and stay in school, with the aim of improving access to remedial lessons, supporting teaching staff and to ensure a suitable environment for the education of children, especially girls.