Girls were on average more accurate than boys in equation rearrangement, with no significant difference in speed¶

Claim · All claims
Evidence · 2 studies · 2 associational r1–r2 · q3 · i1 small
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Girls were more accurate than boys (Gender main effect on accuracy, effect size η2 p = 0.019). → Susac A 2014 q3 i? The Gender main effect on reaction times was not statistically significant. → Susac A 2014 (2)

Evidence¶

Susac A 2014¶

Susac A, Bubic A, Vrbanc A and Planinic M (2014) Development of abstract mathematical reasoning: the case of algebra. Front. Hum. Neurosci. 8:679. https://doi.org/10.3389/fnhum.2014.00679

q3 · i1 · associational · r1

Two-way ANOVA (Age × Gender) on accuracy in the computerized equation test; printed effect size η2 p = 0.019 for the Gender main effect. "On average, girls were more accurate than boys."

"a statistically significant main effect of Age [F(3,323) = 9.43, p < 0.001, η2 p = 0.081] and Gender [ F(1,323) = 6.40, p < 0.05, η2 p = 0.019]"

Susac A 2014 (2)¶

Susac A, Bubic A, Vrbanc A and Planinic M (2014) Development of abstract mathematical reasoning: the case of algebra. Front. Hum. Neurosci. 8:679. https://doi.org/10.3389/fnhum.2014.00679

q3 · i? · associational · r2

Same ANOVA design on reaction times: the Gender main effect was not statistically significant (F(1,322) = 0.09); no meaningful effect size printed, so no speed difference was detected.

"The main effect of Gender was not statistically significant for RT s [F(1,322) = 0.09, p > 0.05, η2 p < 0.0001]"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Equations of the form a/x = b are the most difficult equation type, reflecting procedural complexity — related
• Boys responded faster than girls on the test, but the response-time difference did not affect achievement — related
• No significant gender differences in CTAT performance within either educational pathway — related
• Boys received more process praise and scored higher in 4th grade math than girls in this sample — related
• SAT scores underpredict the academic performance of high school girls, who average lower scores than boys despite higher grades — related
• In this group the average girl's grades equal or exceed the average boy's in all six subjects, with the largest advantage in Latin — related