Gender and assessment in mathematics: a comparative study of managing assessment episodes

TL;DR

This study investigates how gender stereotypes influence mathematics assessment practices and student performance in early French education, highlighting differences between girls and boys from the start of schooling.

Contribution

It introduces a comparative analysis of evaluative episode management considering gender stereotypes using diverse theoretical frameworks.

Findings

Gender stereotypes affect assessment practices.

Performance differences emerge early in schooling.

Evaluation management varies by gender.

Abstract

The article focuses on the differences in mathematics performance between girls and boys visible from the first four months of compulsory schooling in the French education system. The influence of gender stereotypes in the evaluation practices of teachers and the threat of the gender stereotype on student performance are questioned. To obtain answers, a comparative study of management of evaluative episodes is proposed based on different theoretical tools.