Gender Similarities in the Mathematical Performance of Early School-Age Children

Abstract

The role of gender in mathematical abilities has caught the interest of researchers for several decades; however, their findings are not conclusive yet. Recently the need to explore its influence on the development of some foundational mathematic skills has been highlighted. Thus, the current study examined whether gender differentially affects young children’s performance in several basic numeracy skills, using a complex developmentally appropriate assessment that included not only standard curriculum-based measures, but also a non-routine task which required abstract thinking. Further, 136 children (68 girls) aged 6 to 8 years old completed: (a) the third edition of the standardized Test of Early Mathematical Ability (TEMA-3) to measure their mathematical knowledge; (b) the Kaufman Brief Intelligence Test (K-BIT), and (c) a non-routine counting detection task where children watched several characters performing different counts, had to judge their correctness, and justify their answers. Furthermore, frequentist and Bayesian analyses were combined to quantify the evidence of the null (gender similarities) and the alternative (gender differences) hypothesis. The overall results indicated the irrelevance or non-existence of gender differences in most of the measures used, including children’s performance in the non-routine counting task. This would support the gender similarity hypothesis in the basic numerical skills assessed.

Kemampuan komunikasi matematis mahasiswa berdasarkan gender dan gaya kognitif

“…Perbedaan yang signifikan tersebut didukung oleh hasil temuan pada Tabel 1, dimana rata-rata kemampuan komunikasi matematis mahasiswa perempuan (𝑥̅ = 62,3775) lebih tinggi dibandingkan dengan mahasiswa lakilaki (𝑥̅ = 49,7283). Temuan ini memperkuat hasil penelitian yang dilakukan oleh (Ahmad & Sehabuddin, 2017;Aminah & Ayu Kurniawati, 2018;Azizah et al, 2022;Bahri et al, 2022;Escudero et al, 2022;Lindner et al, 2022;Santosa et al, 2022), dimana siswa perempuan menggunguli siswa laki-laki. Siswa perempuan memiliki variasi gaya belajar yang lebih luas daripada siswa lakilaki, yang mengarah pada peningkatan kerja sama dan keterlibatan di kelas.…”