Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter?

ABSTRACT: Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual-spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual-spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup

SUBMITTER: van de Weijer-Bergsma E 

PROVIDER: S-EPMC9544364 | biostudies-literature | 2022 Aug

REPOSITORIES: biostudies-literature