Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual-spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual-spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual-spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older.

中文翻译：

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数学成绩与视觉空间和语言工作记忆之间的性别差异：数学测试的类型重要吗？

先前关于数学成就性别差异的研究显示出不同的结果，有人认为这取决于所使用的数学测试类型和这些测试所引发的解决策略的类型（即口头与视觉空间）。目前的研究评估了（a）小学两种数学测试的表现（发展）和（b）语言和视觉空间工作记忆对数学成绩的预测价值的性别差异。儿童（N = 3175）从 2 到 5 年级参加。使用在线计算机化任务评估视觉空间和语言工作记忆。在两个学年中，使用快速算术测试（数学流畅度）和文字问题测试（数学问题解决）对数学成绩进行了五次评估。多级多组潜在增长建模的结果表明，数学成绩水平和增长的性别差异是混合的，而且非常小。语言和视觉空间工作记忆对数学成绩的预测值的性别差异表明男孩似乎比女孩更依赖语言策略。解释侧重于认知和情感因素，以及随着儿童年龄的增长，这些因素如何相互作用以可能放大性别差异。