Akademik Məlumat İdarəetmə Sistemi
International Journal of Mathematical Education in Science and Technology, 2025 (ESCI, Scopus)
As STEAM education gains momentum worldwide, there remains a lack of empirical studies examining how gender influences students’ engagement in function art. Addressing this gap is essential for developing inclusive and evidence-based pedagogical strategies that promote equity and innovation in STEAM learning. This study investigates gender differences in mathematical fluency and flexibility in function art. By integrating Technology, Art, and Mathematics, the research explores how gender and age influence students’ use of mathematical functions in their artwork. Participants were 235 junior and senior high school students from four schools in the Philippines. A rubric based on the Torrance Test of Creative Thinking evaluated their artwork, and Rasch analysis was used to examine gender-based differences, including Differential Item Functioning (DIF). The study reveals that females exhibit slightly higher levels of fluency and flexibility than males in creating function art. However, no significant gender or school-level differences were found based on t-tests. DIF analysis using Rasch confirmed that females have a mean score of 0.09 logits higher than males, with no significant bias by gender. This study highlights the potential of integrating art into STEM education to reduce gender gaps and promote inclusivity in STEAM learning.