No gender × question-type interaction and no gender main effect on TEMA-3 formal vs. informal math items¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? A 2 (Formal/Informal) × 2 (Boys/Girls) repeated-measures ANOVA found no interaction between gender and question type and no main effect of gender on TEMA-3 scores. → 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
Repeated-measures ANOVA on a subset of 275 TEMA-3-tested children who answered at least four formal and four informal questions. "no interaction between gender and question type nor did we find a main effect of gender"; question type had a strong main effect (F = 235.98, p < 0.0001).
"We found no interaction between gender and question type nor did we find a main effect of gender (Fig. 6; Gender: F(1, 207) = 0.56, p = 0.46; Question Type: F(1, 207) = 235.98, p < 0.0001; Gender × Question Type: F(1, 207) = 0.30, p = 0.58)"
Discussion¶
Learner Variables¶
- Gender — moderator: an instructional effect differs by group
Related Claims¶
- Boys and girls show no gender difference in overall early math achievement on the TEMA-3 — related
- Boys and girls show equal variability in early mathematical performance across all measured tasks — related
- Girls were on average more accurate than boys in equation rearrangement, with no significant difference in speed — related
- Boys outperform girls on graphics tasks classified as Axis and Map graphical languages — related
- The overall gender difference across the six graphical languages is statistically significant after controlling for non-verbal ability — related
- The learning benefit of mathematics test practice is larger for boys than for girls — related
- Across all questions, final performance showed a main effect of learning condition and a large main effect of question type, with only a trend toward an interaction — 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
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