Diferencias en habilidades matemáticas tempranas en niños y niñas de 4 a 8 años

Abstract

The main aim of this study was to show that statistically significant differences do not exist in the early mathematical abilities between boys and girls. 1053 girls and boys were assessed with the Utrecht Test Tor Number Sense Spanish version. Students came from 14 elementary public schools. They were in the last pre-school academic year and first grade (aged 4 to 8). A comparison of their results as a function of gender was carried out. In accordance with results, there doesn't seem to be enough evidence of statistically significant differences in the mathematical abilities between boys and girls. These data match with other current studies.