No intrinsic gender differences in children's earliest numerical abilities.,npj Science of Learning

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No intrinsic gender differences in children's earliest numerical abilities.
npj Science of Learning ( IF 3.6 ) Pub Date : 2018-07-06 , DOI: 10.1038/s41539-018-0028-7
Alyssa J Kersey _{1,

2} , Emily J Braham _{3,

4} , Kelsey D Csumitta ₁ , Melissa E Libertus _{3,

4} , Jessica F Cantlon _{1,

2}

Affiliation

Recent public discussions have suggested that the under-representation of women in science and mathematics careers can be traced back to intrinsic differences in aptitude. However, true gender differences are difficult to assess because sociocultural influences enter at an early point in childhood. If these claims of intrinsic differences are true, then gender differences in quantitative and mathematical abilities should emerge early in human development. We examined cross-sectional gender differences in mathematical cognition from over 500 children aged 6 months to 8 years by compiling data from five published studies with unpublished data from longitudinal records. We targeted three key milestones of numerical development: numerosity perception, culturally trained counting, and formal and informal elementary mathematics concepts. In addition to testing for statistical differences between boys' and girls' mean performance and variability, we also tested for statistical equivalence between boys' and girls' performance. Across all stages of numerical development, analyses consistently revealed that boys and girls do not differ in early quantitative and mathematical ability. These findings indicate that boys and girls are equally equipped to reason about mathematics during early childhood.

中文翻译：

儿童最早的数字能力没有内在的性别差异。

最近的公开讨论表明，妇女在科学和数学职业中任职人数不足的原因可以归结为天赋的内在差异。但是，由于社会文化影响是在儿童早期进入的，因此很难评估真正的性别差异。如果这些关于内在差异的主张是正确的，那么在人类发展的早期，应该在数量和数学能力上出现性别差异。我们通过汇总五项已发表研究的数据与纵向记录中未发表的数据，检查了500多名6个月至8岁的儿童在数学认知上的横断面性别差异。我们针对数字发展的三个重要里程碑：数字感知，经过文化训练的计数以及正式和非正式的基础数学概念。除了测试男孩和女孩平均表现和差异之间的统计差异外，我们还测试了男孩和女孩表现之间的统计等效性。在数字发展的所有阶段，分析一致显示，男孩和女孩在早期的定量和数学能力上没有差异。这些发现表明，男孩和女孩在幼儿时期就具有同样的数学推理能力。

更新日期：2018-07-06

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