Here, but not there: Cross-national variability of gender effects in arithmetic

Abstract

The current study examined gender differences in arithmetic performance among first graders from the United States, Russia, and Taiwan. Children (N=250, Mage=7years 2months) solved simple (single-digit) and complex (mixed- and double-digit) addition problems and explained their strategies. On simple problems, there were gender differences in strategies that varied across countries but no differences in accuracy. On complex problems, there were gender differences among American and Russian students in strategy use that mediated differences in accuracy. In contrast, among Taiwanese students, there were no gender differences in strategies or accuracy. The pattern of results suggests that educational context may play a role in gender differences in mathematics.