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A longitudinal analysis of sex differences in math and spatial skills in primary school age children

机译：纵向分析学龄儿童的数学和空间技能的性别差异

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We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years.
机译：我们报告了一项纵向研究，旨在评估小学年龄段学生在数学成绩，数学能力和与数学相关的任务中可能存在的性别差异。参加者包括来自一个公立学区的200多名儿童。年度评估包括数学能力，数学计算成绩得分，快速命名和解码任务，视觉感知测试，视觉运动任务和阅读技能的评估。在研究的特定年份，我们还进行了计数和数学事实技能的测试。我们检查了在这些任务中表现最差的还是表现最好的男孩或男孩，相对于同龄人，是否过高；男孩和女孩的增长率或数学相关技能的预测指标是否存在差异。我们的研究结果支持这样的观念，即在对小学年龄儿童进行评估时，常规进行的标准化心理测验中数学上的性别差异很小或根本不存在。没有持续的发现表明在研究的任何一年中，或在数学或空间技能的任何一个领域中，总体上在数学成绩上有男性或女性优势。男孩和女孩的所有技能的增长率以及后来数学成绩的早期相关性均相当。这些发现未能支持在小学年龄阶段非专业数学能力测评中持续存在或正在出现的性别差异。

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