Pina Violeta, Martella Diana, Chacón-Moscoso Salvador, Saracostti Mahia, Fenollar-Cortés Javier
Departamento de Psicología Evolutiva y de la Educación, Facultad de Educación, Economía y Tecnología de Ceuta, Universidad de Granada, Ceuta, Spain.
Instituto de Estudios Sociales y Humanísticos, Facultad de Ciencias Sociales y Humanidades, Universidad Autónoma de Chile, Región Metropolitana, Chile.
Front Psychol. 2021 Aug 17;12:703580. doi: 10.3389/fpsyg.2021.703580. eCollection 2021.
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.
根据科学文献，数学成绩方面的性别差异尚无定论，尽管诸如国际数学和科学趋势研究（TIMSS）等国际研究支持存在此类差异。根据2019年的TIMSS，四年级男学生在包括西班牙语国家在内的其他国家表现优于女学生。这项工作通过研究处理更复杂问题所需的基本计算技能来探讨性别差异研究。为此项探索性研究选取了来自智利和西班牙的两个二、三年级国际样本。进行了基础数学知识测试（符号和非符号数量比较、流畅性和计算）。测试在平均成绩、成绩分布方差或百分位数方面未显示出性别之间的显著差异或效应大小。正如关于该主题的现有文献中所指出并为这些研究结果所重申的那样，在报告数学成绩中可能存在的性别差异时应格外谨慎，因为这些差异可能导致女学生自我概念较低。
