Boys and girls show no gender difference in overall early math achievement on the TEMA-3¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among 275 children aged 3.07–7.92 years, boys and girls did not differ in overall math achievement on the TEMA-3 and showed statistical equivalence. → Kersey 2018

Evidence¶

Kersey 2018¶

Kersey, A. J., Braham, E. J., Csumitta, K. D., Libertus, M. E., & Cantlon, J. F. (2018). No intrinsic gender differences in children's earliest numerical abilities. npj Science of Learning, 3, 12. https://doi.org/10.1038/s41539-018-0028-7

q3 · i? · associational · r2

Cross-sectional administration of the TEMA-3 to 275 children (133 boys, 142 girls; mean age = 5.45 years). "Boys and girls did not differ in overall math achievement" with t(273) = 1.11, p = 0.27; both equivalence tests were significant.

"Boys and girls did not differ in overall math achievement, suggesting that children show equal understanding of math concepts in early childhood (Fig. 5; t test: t(273) = 1.11, p = 0.27, boys'mean = 32.32, girls'mean = 30.04, difference = 2.28, 95% CI = −1.76 to 6.31; equivalence test: t1(273) = 5.25, p < 0.001"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Boys and girls show no gender difference in rote memorization of the verbal counting sequence (How High task) — a narrower finding that bears on this claim
• No gender × question-type interaction and no gender main effect on TEMA-3 formal vs. informal math items — related
• Boys and girls show no significant gender difference on the Give-N task of cardinal number knowledge, though statistical equivalence was not established — related
• Boys and girls show equal variability in early mathematical performance across all measured tasks — related
• Boys received more process praise and scored higher in 4th grade math than girls in this sample — reports the opposite
• No statistically significant sex differences in the direct associations among EF, task orientation, and mathematics or in the mediating effect of task orientation — related
• Boys and girls show no gender difference in numerosity perception in infancy at 6 months of age — related
• The cross-lagged model holds equally for intervention and control groups and for boys and girls — related
• Children engaged number-selective neural responses in the intraparietal sulci during educational videos, and boys and girls did so equally — related
• Math ability on the TEMA-3 is statistically equivalent between girls and boys, with no gender difference in mean, variance, or age-related growth — possibly the same claim (merge candidate)