Sex differences in arithmetical performance scores: Central tendency and variability

Martens, Rosa; Hurks, Petra P. M.; Meijs, Celeste; Wassenberg, Renske; Jolles, Jelle

doi:10.1016/j.lindif.2011.06.003

Cited by 12 publications

(11 citation statements)

References 27 publications

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“…Finally, it is recommended to study the influence of biological factors, ethnicity, and socioeconomic status in this context. Recent findings suggest that psychosocial environment (e.g., socioeconomic background) and biological factors (e.g., sex) may cause interindividual differences in patterns of cognitive development and academic functioning (e.g., Hurks et al, 2006; Martens, Hurks, Meijs, Wassenberg, & Jolles, 2011; Rietveld, Dolan, Van Baal, & Boomsma, 2003). Also, cultural psychologists have consistently found different patterns of thinking and perception in different societies, with Western cultures demonstrating a more analytic pattern and others (e.g., East Asians) a more holistic pattern (Varnum, Grossmann, Kitayama, & Nisbett, 2010).…”

Section: Discussionmentioning

confidence: 99%

Time Estimation Deficits in Childhood Mathematics Difficulties

Hurks

Loosbroek

2012

J Learn Disabil

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Time perception has not been comprehensively examined in mathematics difficulties (MD). Therefore, verbal time estimation, production, and reproduction were tested in 13 individuals with MD and 16 healthy controls, matched for age, sex, and intellectual skills. Individuals with MD performed comparably to controls in time reproduction, but showed a tendency to be less accurate on tasks of verbal time estimation and time production. More specifically, these individuals overestimated the duration of a time interval in the verbal time estimation task and showed underproduction when required to produce a time sample. All previous significant comparisons remained significant after controlling for the effects of interval duration, working memory, attention allocation, and quantity estimation. These findings lead us to suggest that time estimation, and more specifically the "internal clock," is abnormally fast in individuals with MD. Results are discussed in terms of Meck and Church's model of temporal processing and Dehaene's triple code model for number processing.

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Section: Discussionmentioning

confidence: 99%

Time Estimation Deficits in Childhood Mathematics Difficulties

Hurks

Loosbroek

2012

J Learn Disabil

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“…Further, although multiple studies have investigated gender as moderator on mathematical competency, the overall results are mixed. Some have found slight advantages for male students within distinct mathematical skills (Royer, Tronsky, Jackson, & Horace Marchant, 1999), in use of abstract strategy use (Fennema, Carpenter, Franke, & Levi, 1998), or at higher grades (Martens, Hurks, Meijs, Wassenberg, & Jolles, 2011). As this analysis considers the sample at first grade and signals a change in the expectations and content associated with mathematics instruction in traditional elementary schools, the current analysis sought to capture any developing differences in mathematical competencies across gender.…”

Section: Present Study—analyses Of Effects In First Gradementioning

confidence: 99%

Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies

Clements¹,

Sarama

Wolfe

et al. 2013

American Educational Research Journal

148

119

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Using a cluster randomized trial design, we evaluated the persistence of effects of a research-based model for scaling up educational interventions. The model was implemented in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the two experimental interventions were identical, but one included follow-through in the kindergarten and first-grade years, including knowledge of the pre-K intervention and ways to build upon that knowledge using learning trajectories. Students in the experimental group scored significantly higher than control students (g = .51 for those who received follow-through intervention in kindergarten and first grade; g = .28 for non–follow-through), and follow-through students scored significantly higher than non–follow-through students (g = .24).

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“…Sex is well known for its influence on school performance, as girls and boys excel at different subjects (Machin, 2005 ; Van Langen et al, 2006 ; Clark et al, 2008 ; Driessen and Van Langen, 2010 ). There is also growing evidence to support the conclusion that the neuropsychological performance of boys and girls differs in the school setting (Martens et al, 2011 ; Dekker et al, 2013a ). In addition, a recent study has reported differences in executive functioning related to school performance in adolescents of different sex (Coenen et al, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Sorting Test, Tower Test, and BRIEF-SR do not predict school performance of healthy adolescents in preuniversity education

Boschloo

Krabbendam²,

Aben³

et al. 2014

Front. Psychol.

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Executive functions (EF) such as self-monitoring, planning, and organizing are known to develop through childhood and adolescence. They are of potential importance for learning and school performance. Earlier research into the relation between EF and school performance did not provide clear results possibly because confounding factors such as educational track, boy-girl differences, and parental education were not taken into account. The present study therefore investigated the relation between executive function tests and school performance in a highly controlled sample of 173 healthy adolescents aged 12–18. Only students in the pre-university educational track were used and the performance of boys was compared to that of girls. Results showed that there was no relation between the report marks obtained and the performance on executive function tests, notably the Sorting Test and the Tower Test of the Delis-Kaplan Executive Functions System (D-KEFS). Likewise, no relation was found between the report marks and the scores on the Behavior Rating Inventory of Executive Function—Self-Report Version (BRIEF-SR) after these were controlled for grade, sex, and level of parental education. The findings indicate that executive functioning as measured with widely used instruments such as the BRIEF-SR does not predict school performance of adolescents in preuniversity education any better than a student's grade, sex, and level of parental education.

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Sex differences in arithmetical performance scores: Central tendency and variability

Cited by 12 publications

References 27 publications

Time Estimation Deficits in Childhood Mathematics Difficulties

Time Estimation Deficits in Childhood Mathematics Difficulties

Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies

Sorting Test, Tower Test, and BRIEF-SR do not predict school performance of healthy adolescents in preuniversity education

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