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Tackling the gender gap in mathematics with active learning methodologies

Maria Laura Di Tommaso, Dalit Contini, Dalila De Rosa, Francesca Ferrara, Daniela Piazzalunga and Ornella Robutti

No 657, Carlo Alberto Notebooks from Collegio Carlo Alberto

Abstract: We implement a teaching methodology aimed at improving primary school children’s mathematical skills. The methodology, grounded in active and cooperative learning, focuses on peer interaction, sharing of ideas, learning from mistakes, and problem solving. We evaluate the causal effect of the intervention on the gender gap in mathematics in Italy with a randomized controlled trial. The treatment significantly improves girls’ math performance (0.14 s.d.), with no impact on boys, and reduces the math gender gap by more than 40%. The effect is stronger for girls with high pre-test scores.

Keywords: Gender gap; Mathematics; School achievement; Primary school; Active learning; Teaching methodologies; Randomized controlled trial (search for similar items in EconPapers)
JEL-codes: C93 I21 I24 J16 (search for similar items in EconPapers)
Pages: pages 81
Date: 2021
New Economics Papers: this item is included in nep-exp, nep-isf and nep-ure
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Working Paper: Tackling the gender gap in mathematics with active learning methodologies (2021) Downloads
Working Paper: Tackling the Gender Gap in Mathematics with Active Learning Methodologies (2021) Downloads
Working Paper: Tackling the gender gap in mathematics with active learning methodologies (2021) Downloads
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