ArticleFrontiers in psychology2021
Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed, 11 citations in OpenAlex.
- Informal Mathematical Thinking: Invariance of the Role of Domain-General and Domain-Specific Precursors in Spain and Chile.Journal of Intelligence · 2025Article
- An Indispensable Requirement for Medical Dosage Calculation: Basic Mathematical Skills of Baccalaureate Nursing Students.Nursing reports (Pavia, Italy) · 2025Article
- Students' learning growth in mental addition and subtraction: Results from a learning progress monitoring approach.Frontiers in psychology · 2022Article
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Authors and funding
5 authors at 4 institutions in 2 countries.
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No grant is acknowledged in the PubMed record.
Abstract
Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students.
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