Boys and girls show equal variability in early mathematical performance across all measured tasks¶

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? Levene's tests of Equality of Variances across all five tasks found no significant differences in variance between boys' and girls' performance distributions. → 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

Variance equality was tested across all tasks using Levene's test. In the infant numerosity sample, "Levene's test of Equality of Variances revealed no significant differences in variance between girls and boys" (F(1, 78) < 0.01, p = .94). Similar null results held for all other tasks (e.g., TEMA-3: p = 0.99).

"Levene's test of Equality of Variances revealed no significant differences in variance between girls and boys ( F(1, 78) < 0.01, p = .94, boys's.d. = 14.65, girls's.d. = 14.27)"

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 numerosity perception in infancy at 6 months of age — related
• Boys and girls show no gender difference in overall early math achievement on the TEMA-3 — related
• The learning benefit of mathematics test practice is larger for boys than for girls — related
• The inverse relation between mathematics and reading sex differences also holds within nations across the performance continuum — related
• The mathematics sex difference is practically non-existent among low performers and largest among high performers, where boys outnumber girls up to 2.7:1 above the 99th percentile — related
• No gender × question-type interaction and no gender main effect on TEMA-3 formal vs. informal math items — related
• In one small right posterior parietal region, girls showed greater neural variance than boys at equal mean activation — 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 — related