A recent survey of more than 2,000 adults highlights ongoing gender disparities in numeracy skills, suggesting that women continue to lag behind men in everyday mathematics despite educational efforts aimed at improving female participation in math-based fields. The poll revealed that only 47 percent of female respondents correctly answered all the numeracy questions, compared with 60 percent of male respondents. Both men and women, however, demonstrated challenges in answering math problems deemed appropriate for secondary school-level learners.

Experts attribute these differences largely to gender stereotypes and confidence issues rather than innate ability. Dr. Nikki Dean Marshall, assistant professor of psychology at the University of Nottingham, noted that research shows no significant gender gaps in mathematical ability during primary school, with disparities emerging around secondary school age as societal stereotypes take hold. These stereotypes affect girls’ perceptions of mathematics as a subject “for people like them,” influencing confidence and engagement.

Professor Maria Pampaka of the University of Manchester explained that gender stereotypes shape not only how girls interpret the difficulty of math but also how teachers and parents respond to their performance. This can impact girls’ sense of belonging in math classes and influence their future educational and career choices, leading to a cumulative effect over time.

The poll also found that fewer than half of women felt their schooling had adequately prepared them for the math skills needed in daily life, compared to 62 percent of men. The generational divide was noticeable as well; only 35 percent of respondents aged 18 to 24 answered all questions correctly, underscoring ongoing challenges among younger cohorts.

Psychologist Ann Dowker of the University of Oxford pointed to higher levels of math anxiety among females as another contributing factor. She said that this anxiety is more predictive of weaker performance in girls than boys, which may partially explain the observed gender gap.

Responding to the findings, a spokesman for the Department for Education emphasized the government’s commitment to dismantling outdated gender stereotypes through initiatives such as the STEM Ambassadors program, which connects young people with role models to encourage broader participation in mathematics.

Overall, the study underscores persistent barriers in translating efforts to promote gender equity in numeracy into widely improved outcomes for girls and women. Addressing these challenges remains a key focus for educators and policymakers seeking to close the gender gap in math confidence and competence.