Math ability on the TEMA-3 is statistically equivalent between girls and boys, with no gender difference in mean, variance, or age-related growth¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q3 i? Ninety-seven children completed the TEMA-3; mean ability and variance were statistically equivalent across gender, and the gender × age interaction was not significant. → Kersey 2019

Evidence¶

Kersey 2019¶

Kersey, A. J., Csumitta, K. D., & Cantlon, J. F. (2019). Gender similarities in the brain during mathematics development. npj Science of Learning 4:19. https://doi.org/10.1038/s41539-019-0057-x

q3 · i? · associational · r2

Behavioral assessment of math ability in 97 children (50 girls, 47 boys) aged roughly 3–9 using the TEMA-3. The t test showed no mean difference (t(95) = 0.57, p = 0.57), equivalence tests were significant, and the regression showed no Gender × Age Interaction (b = 0.26, p = 0.84).

"Regression of TEMA-3 on gender and age: R2 = 0.79, F(3,93) = 118.5, p < 0.0001, Gender: b = 1.22, t(93) = 0.163, p = 0.871; Age: b = 11.74, t = 13.97, p < 0.0001; Gender × Age Interaction: b = 0.26, t = 0.21, p = 0.84."

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 overall early math achievement on the TEMA-3 — possibly the same claim (merge candidate)
• Boys and girls show equal variability in early mathematical performance across all measured tasks — related
• No gender × question-type interaction and no gender main effect on TEMA-3 formal vs. informal math items — related
• The effect of number relationships instruction on posttest scores does not differ by child age — related