Sex differences in developmental pathways to mathematical competence.

Journal of Educational Psychology, Vol 115(2), Feb 2023, 212-228; doi:10.1037/edu0000763The study tested the hypothesis that there are sex differences in the pathways to mathematical development. Three-hundred and 42 adolescents (169 boys) were assessed in various mathematics areas from arithmetic fluency to algebra across 6th to 9th grade, inclusive, and completed a battery of working memory, spatial, and intelligence measures in middle school. Their middle school and ninth grade teachers reported on their in-class attentive behavior. There were no sex differences in overall mathematics performance, but boys had advantages on all spatial measures (ds = .29 to .58) and girls were more attentive in classroom settings (ds = −.28 to −.37). A series of structural equation models indicated that sixth- to ninth-grade mathematical competence was influenced by a combination of general cognitive ability, spatial abilities, and in-class attention. General cognitive ability was important for both sexes but the spatial pathway to mathematical competence was relatively more important for boys and the in-class attention pathway for girls. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Source: Journal of Educational Psychology - Category: Psychiatry & Psychology Source Type: research