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      Exploración de diferencias de género en los predictores de dominio general y específico de las habilidades matemáticas tempranas Translated title: Exploring gender differences in general and specific-domain predictors of early mathematic skills

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          Abstract

          El objetivo de este trabajo consistió en el estudio de las diferencias de género en el conocimiento matemático temprano y en sus variables predictoras en 200 alumnos de 5 años de edad. Se evaluaron como variables de dominio general: alfabetización emergente, inteligencia fluida, memoria de trabajo y a corto plazo y funciones ejecutivas. Los contrastes estadísticos no arrojaron diferencias significativas entre niñas. El análisis discriminante no mostró un patrón característico en función del género. Sin embargo, el análisis de regresión lineal por pasos indicó que aunque la alfabetización emergente y la inteligencia fluida explicaron la variación en el conocimiento matemático en niños(as), la tercera variable explicativa fue la memoria a corto plazo para las niñas y la memoria de trabajo en niños. Se concluye que las diferencias de género no fueron estadísticamente significativas en relación a las variables predictoras de dominio general y específico en las habilidades matemáticas tempranas.

          Translated abstract

          The main aim of this study was to determine if there were any gender differences in early mathematical knowledge. In order to achieve this, estimated prediction factors were assessed in 200 schoolchildren of 5 years-old. Domain-general cognition variables were evaluated, such as fluid intelligence, working memory, short-term memory, executive functions, and early literacy. Statistical contrasts showed no significant differences between boys and girls. Discriminant analysis did not reveal a gender-based characteristic pattern. However, stepwise regression analysis indicated that, although emergent literacy and fluid intelligence explained the variation in early mathematical knowledge for boys and girls, the third explanatory variablewas short-term memory for girls, and working memory forboys. The article concludes that gender differences were not statisticall y different in relation to general and specific domain predictor variables for earlymaths skills.

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          Most cited references52

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          The gender similarities hypothesis.

          Janet Hyde (2005)
          The differences model, which argues that males and females are vastly different psychologically, dominates the popular media. Here, the author advances a very different view, the gender similarities hypothesis, which holds that males and females are similar on most, but not all, psychological variables. Results from a review of 46 meta-analyses support the gender similarities hypothesis. Gender differences can vary substantially in magnitude at different ages and depend on the context in which measurement occurs. Overinflated claims of gender differences carry substantial costs in areas such as the workplace and relationships. Copyright (c) 2005 APA, all rights reserved.
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            New trends in gender and mathematics performance: a meta-analysis.

            In this article, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = 0.05, indicating no gender difference, and variance ratio = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the National Longitudinal Surveys of Youth, the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, and the National Assessment of Educational Progress. Effect sizes for the gender difference ranged between -0.15 and +0.22. Variance ratios ranged from 0.88 to 1.34. Taken together, these findings support the view that males and females perform similarly in mathematics.
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              What's Past Is Prologue: Relations Between Early Mathematics Knowledge and High School Achievement

              Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, nor have they investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at 54 months to adolescent mathematics achievement using multi-site longitudinal data. We find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics. Moreover, we find that growth in mathematical ability between age 54 months and first grade is an even stronger predictor of adolescent mathematics achievement. These results demonstrate the importance of pre-kindergarten mathematics knowledge and early math learning for later achievement.
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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Journal
                suma
                Suma Psicológica
                Suma Psicol.
                Fundación Universitaria Konrad Lorenz (Bogotá, , Colombia )
                0121-4381
                December 2016
                : 23
                : 2
                : 71-79
                Affiliations
                [01] Puerto Real Cádiz orgnameUniversidad de Cádiz España estivaliz.aragon@ 123456uca.es
                Article
                S0121-43812016000200001
                10.1016/j.sumpsi.2016.04.001
                e695c238-e161-4502-ab20-c9c134f23061

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 11 February 2016
                : 29 April 2016
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 56, Pages: 9
                Product

                SciELO Colombia


                Early mathematics,Early childhood education,Gender,General domain predictors,Specific-domain predictors,Matemática temprana,Educación infantil,Género,Predictores de dominio general,Predictores de dominio específico

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