The aporetic dialogs of Modena on gender differences: Is it all about testosterone? Episode III: Mathematics

This report is the transcript of what was discussed in a convention at the Endocrinology Unit in Modena, Italy, in the form of the aporetic dialogs of ancient Greece. It is the third episode of a series of four discussions on the differences between males and females, with a multidisciplinary approach. In this work, the role of testosterone in gender differences in the aptitude for mathematics is explored. First, the definitions of mathematical abilities were provided together with any gender difference in the distribution of females and males in science, technology, engineering, and mathematics subjects. A clear predominance of males is evident at most science, technology, engineering, and mathematics education levels, especially in advanced academic careers. Then, the discussants were divided into two groups: group 1, which illustrated the thesis that testosterone promotes the development of logical‒mathematical skills, and group 2, which, in contrast, asserted the inconsistency of a direct role of testosterone in improving cognitive abilities and that socio-cultural factors should be considered on the basis of this gender gap. In the end, an expert referee (a female engineer) tried to resolve the aporia: are the two theories equivalent or is one superior?