Gender Equity in Fourth Grade Students' Numeracy in Indonesia

This chapter explores the presence and nature of gender equity in the numeracy skills of fourth-grade students in Indonesian primary schools. The research involved 120 students from four public schools in Pekanbaru. The study investigates whether gender influences students' mathematical performance using a numeracy instrument aligned with Bloom's taxonomy. The findings reveal no statistically significant gender-based differences in overall numeracy scores, subtle variations emerge in specific cognitive domains. Boys showed slightly higher performance at lower-order thinking, whereas girls demonstrated more consistency in higher-order reasoning. These findings suggest that gender may influence how students engage with different types of numeracy tasks, though it does not solely determine outcomes. The chapter discusses the implications for classroom instruction, highlights the challenges of encouraging inclusive learning environments, and provides practical strategies for educators to improve gender-responsive numeracy teaching.