This paper investigates the relationship between gender, attitudes, and test scores in mathematics. The study argues that measures of children’s capability in mathematics must include some indicators of attitudes toward the subject. These are particularly important when analyzing gender gaps because attitudes toward mathematics differ by gender. To this end, the study first analyzes the gender gap in attitudes and test scores separately using school fixed effects models. Second, it estimates a structural equation model, which takes into account that mathematical capability is a latent construct for which some indicators (test scores and attitudes) are observed. Using data from the Italian National Institute for the Evaluation of Education Systems (INVALSI) for school years 5 and 10 in 2014 and 2015, results confirm that when mathematics capability, including both attitudes and test scores, is measured, the gap between boys and girls changes, and it is therefore relevant to consider both concepts.

HIGHLIGHTS

• Italy has one of the highest gender gaps in mathematics in the OECD.

• Gender gaps are substantial both in children's attitudes and their test scores.

• Tackling gender stereotypes may improve women's self-confidence in mathematics and the gender gap in scores.

• This may also help close the gender gap in STEM occupations.

本文研究了性别、态度和数学考试成绩之间的关系。该研究认为，对儿童数学能力的衡量必须包括对这门学科的态度的一些指标。这些在分析性别差距时尤为重要，因为对数学的态度因性别而异。为此，该研究首先使用学校固定效应模型分别分析了态度和考试成绩方面的性别差距。其次，它估计了一个结构方程模型，该模型考虑到数学能力是一个潜在的结构，可以观察到一些指标（考试成绩和态度）。使用意大利国家教育系统评估研究所 (INVALSI) 2014 年和 2015 年第 5 学年和第 10 学年的数据，结果证实，当数学能力、

强调

• 意大利是经合组织中数学性别差距最大的国家之一。

• 在儿童的态度和他们的考试成绩方面，性别差距很大。

• 解决性别刻板印象可能会提高女性对数学的自信心和分数的性别差距。

• 这也可能有助于缩小 STEM 职业中的性别差距。