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Related Experiment Video

Updated: Aug 11, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

Sex Differences in Developmental Pathways to Mathematical Competence.

David C Geary¹, Mary K Hoard¹, Lara Nugent¹

¹University of Missouri.

Journal of Educational Psychology

|February 6, 2023

Summary

Boys and girls show no overall math performance differences, but utilize different cognitive strengths. Spatial skills aid boys’ math development, while girls benefit more from classroom attention.

Keywords:

Sex differences algebra in-class attention mathematics achievement spatial ability

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Last Updated: Aug 11, 2025

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Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Understanding sex differences in cognitive development is crucial for tailored educational strategies.
Mathematical development is influenced by a complex interplay of cognitive abilities and behavioral factors.
Previous research suggests potential sex-based variations in cognitive pathways, but empirical evidence remains mixed.

Purpose of the Study:

To investigate sex differences in the developmental pathways to mathematical competence.
To examine the roles of working memory, spatial abilities, general cognitive ability, and in-class attention in mathematical development.
To determine if these pathways differ between adolescent boys and girls.

Main Methods:

Longitudinal assessment of 342 adolescents (169 boys) from 6th to 9th grade.
Measurement of mathematical performance across arithmetic fluency, algebra, and overall competence.
Evaluation of working memory, spatial abilities, general intelligence, and teacher-reported in-class attentive behavior.

Main Results:

No significant sex differences were found in overall mathematical performance.
Boys demonstrated advantages in spatial measures (d = .29 to .58).
Girls exhibited higher levels of in-class attentive behavior (d = -.28 to -.37).

Conclusions:

Mathematical competence is influenced by general cognitive ability, spatial abilities, and in-class attention.
While general cognitive ability is important for both sexes, spatial pathways are more critical for boys' mathematical development.
Classroom attention pathways are relatively more important for girls' mathematical development, highlighting sex-specific influences on academic achievement.