Over the long run, STEM fields had been perceived as dominant by males, despite that numerous studies have shown that female students do not underperform their male classmates in mathematics and science. In this review, we discuss whether and how sex/gender shows specificity in arithmetic processing using a cognitive neuroscience approach not only to capture contemporary differences in brain and behavior but also to provide exclusive brain bases knowledge that is unseen in behavioral outcomes alone. We begin by summarizing studies that had examined sex differences/similarities in behavioral performance of mathematical learning, with a specific focus on large-scale meta-analytical data. We then discuss how the magnetic resonance imaging (MRI) approach can contribute to understanding neural mechanisms underlying sex-specific effects of mathematical learning by reviewing structural and functional data. Finally, we close this review by proposing potential research issues for further exploration of the sex effect using neuroimaging technology. Through the lens of advancement in the neuroimaging technique, we seek to provide insights into uncovering sex-specific neural mechanisms of learning to inform and achieve genuine gender equality in education.
Keywords: arithmetic processing; brain; fMRI; gender differences; mathematical cognition; sex differences.
© 2022 The Authors. Brain and Behavior published by Wiley Periodicals LLC.