Exploración de diferencias de género en los predictores de dominio general y específico de las habilidades matemáticas tempranas

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 variable was short-term memory for girls, and working memory for boys. The article concludes that gender differences were not statistically different in relation to general and specific domain predictor variables for early maths skills.