Abstract

We examined math knowledge and math-related attitudes in data from 741 pre-service teachers from a Chilean university, investigating gaps related to sex and program. Analyses of covariance revealed that female participants from non-math education programs experienced higher math anxiety and lower self-confidence than male participants, while no differences were found in math-related programs. Additionally, in math-related programs, math knowledge was negatively associated with anxiety and positively associated with self-confidence. Participants’ sex had no significant effect on math knowledge when math-related attitudes were considered. Findings highlight the importance of promoting initial teacher training that considers attitudinal variables from a gender perspective. © 2025 Elsevier Ltd