The Gender Gap in Mathematics as an Expression of Educational Inequality: Evidence from the 2022 Aprender Tests
DOI:
https://doi.org/10.56294/sctconf20251766Keywords:
Gender Gap, Mathematics, Academic Performance, Educational Inequality, Standardized Testing, STEMAbstract
Introduction: this article analyzes the gender gap in mathematics performance in Argentine secondary education based on the results of the 2022 Aprender Tests.
Methods: a non-experimental quantitative design was used, including mean difference analysis and statistical significance testing.
Results: boys scored significantly higher than girls, particularly in contexts of greater social vulnerability.
Conclusions: the gender gap in mathematics is understood as a structural phenomenon that requires public policies aimed at educational equity.
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Copyright (c) 2025 Laura Andrea Bustamante, Pablo Sebastián Gómez (Author)
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The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
