Effects of Gender on Basic Numerical and Arithmetic Skills: Pilot Data From Third to Ninth Grade for a Large-Scale Online Dyscalculia Screener

Abstract

In this study, we analyzed the development and effects of gender on basic number skills from third to ninth grade in Finland. Because the international comparison studies have shown slightly different developmental trends in mathematical attainment for different language groups in Finland, we added the language of education as a variable in our analysis. Participants were 4,265 students from third to ninth grade in Finland, representing students in two national languages (Finnish, n = 2,833, and Swedish, n = 1,432). Confirmatory factor analyses showed that the subtasks in the dyscalculia screener formed two separate factors, namely, number-processing skills and arithmetic fluency. We found a linear development trend across age cohorts in both the factors. Reliability and validity evidence of the measures supported the use of these tasks in the whole age group from 9 to15 years. In this sample, there was an increasing gender difference in favor of girls and Swedish-speaking students by grade levels in number-processing skills. At the same time, boys showed a better performance and a larger variance in tasks measuring arithmetic fluency. The results indicate that the gender ratio within the group with mathematical learning disabilities depends directly on tasks used to measure their basic number skills.

Mathematics Performance Profiles and Relation to Math Avoidance in Adolescence: The Role of Literacy Skills, General Cognitive Ability and Math Anxiety

“…All four profiles showed an ascending or stable trend in math performance from the beginning of eighth grade to the end of ninth grade (the final year of compulsory schooling in the Finnish system). Although secondary school is generally linked to downward developmental trends in mathematics performance (Wijsman et al, 2016), performance improved or remained the same in all groups during the two years of our study, which is in concordance with recent Finnish results (Räsänen et al, 2021;Widlund et al, 2021). As parallel versions of the math test were used, the improvement may not be explained by a test-retest effect.…”

Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification.

“…Similar inconsistent findings are also identified in studies conducted in Finland. For example, recent studies examining the effect of gender on arithmetic fluency skills and have suggested that boys performed better than girls (Räsänen et al, 2021;Torppa et al, 2023), whereas in the TIMSS 2018 study, 15-year-old girls in Finland outperformed boys in curriculumbased mathematics (Vettenranta et al, 2020).…”

Rudimentary stages of the mathematical thinking and proficiency

“…It may be valuable to try to detect those pupils who have real challenges related to dyscalculia or parallel learning disability related to mathematics. Maybe, at some point, some kind of numeracy screening tests such as functional numeracy assessment (Funa) test (see Funa consortium, 2019;Räsänen et al, 2021) could be used in an early phase, and relevant scaffolding techniques and teaching methods could be developed to help these children during the first stages of development of mathematical concepts, procedures, as well as abstraction and thinking-maybe even before the grade 1.…”