Performance is one aspect that many people tend to focus on in the learning process. The difference in comprehension and results in various subjects has been one of the reasons why gender plays a role in the choice of courses for both males and females. However, boys as girls can achieve either prominent or low skill level in exact sciences. This essay is finding out if math is a gift or not.
Effectiveness in mathematics differs with the difficulty involved. As far as gender and math are connected, I have learned that effect is not only dependent on the IQ of the female and the male representatives but also the environment that influences the students while tackling mathematical problems (Dweck, 2007). For example, bright male students can perform well under any circumstances. In spite of this fact their female counterparts perform poorly if they are affected by unconducive conditions. This shows that the ability of the fist representatives to cope with difficulties is higher compared to that of the women possessing a similar IQ. Nevertheless, without the running into hardship the performance of girls and boys with a high IQ is wonderful. I have also learned that bright girls may get better grades at school than boys in case of there are no difficulties involved. Therefore, I consider that performance in science is not a vocation for any particular gender as both have an equal chance to develop their capabilities. (Dweck, 2007).
Career is also based on perception. Individual beliefs associated with intellectual capacity have a bearing on the performance of men and women. In this regard, I have found out that while students refer some information to something that they can analyze, understand and develop classmen become more interested in learning and have the potential of studying better than those who measure the ability to grind away as a gift, even whether the two groups had previously recorded similar or dissimilar potency (Dweck, 2007). The more individuals perceive their performance in mathematics as a product of personal efforts and not as a gift, the more they are able to continue performing better over time and vice versa.
Personal experience
While I was growing up, I used to hear my elder sister complained of how she had never understood anything in math taught in class. She couldn’t cope with the homework and every test was as a torture. It had continued for some time until I got used to it. But It was the first subject I was introduced to preparing to become an apprentice. When I joined school, I had a negative perception about mathematics because of sister’s attitude; I believed that it was a difficult field just because my sister did. Subsequently, her confusion made me to perform poorly. I continued showing bad results until one day my teacher persuaded me to change my beliefs and inspired to puzzle out. She advised me not to give up. So I have become the best in the class. That’s why everything has worked out for the best.
Conclusion
In conclusion, good performance in science is not a gift or something that belongs only to talented people but something that comes through individual perception. Although there might be differences in performances for males and females, they are not as a result of gender dissimilarity but the ability to cope with challenges and making personal effort.
References
Dweck, C. S. (2007). Is math a gift? Beliefs that put females at risk. In S. J. Ceci " W. M. Williams (Eds.), Why aren't more women in science? Top researchers debate the evidence (pp. 47-55). Washington, DC: American Psychological Association.
