Sex, mathematics, and the brain: An evolutionary perspective

Abstract

The articles in this special issue provide state-of-the-art reviews of the brain and cognitive systems that are engaged during some aspects of mathematical learning, as well as the self-beliefs, anxiety, and social factors that influence engagement with mathematics, along with discussion of any associated sex differences. These issues are integrated into an evolutionary perspective that includes discussion of how evolved brain and cognitive systems might be co-opted for learning in the evolutionarily novel domain of mathematics. Attitudes and beliefs about mathematics are considered in the context of the evolution of self-awareness that in turn explains why many students do not value mathematics, despites its importance in the modern world, as highly as many other personal traits, such as their physical appearance. The overall argument is that reflecting on academic learning and attitudes from an evolutionary perspective provides insights into student learning and self-beliefs about learning that might otherwise elude explanation.