Gender Differences in the Development of Numerical Skills in Four European Countries

Abstract

Gender differences have been reported frequently for mathematical performance of boys and girls but usually not before adolescence. Therefore, developmental origins of a possible male advantage in numerical skills are understudied. In a large sample of second graders from four European countries, we found significant gender differences in favour of boys in writing multi-digit Arabic numerals from dictation, and in subtraction and multiplication. We discuss the latter findings with reference to a possible male advantage in visual-spatial cognition ability.