Does Math-Fact Retrieval Explain Sex Differences in Mathematical Test Performance? A Commentary

Abstract

We focus on four issues in commenting on Royer et al.'s work testing their hypothesis that sex differences in test performance can be explained by differences in math-fact retrieval latency. The first issue is whether the studies conducted by Royer et al. directly test their hypothesis; we argue that they do not. The second issue involves questions about the strength of the gender differences in math-fact retrieval. The third is whether math-fact retrieval should be considered the major mechanism in explaining the differences in test performance. In considering this third issue we discuss other theories regarding the nature of math problem solving that are useful for understanding test performance differences between males and females. The fourth issue is what particular experiential differences boys and girls have in math classrooms could contribute to the sex differences in test performance. We also consider sex differences in math attitudes and motivation.