Spatial–Numerical Magnitude Estimation Mediates Early Sex Differences in the Use of Advanced Arithmetic Strategies

Abstract

An accumulating body of literature points to a link between spatial reasoning and mathematics learning. The present study contributes to this line of research by investigating sex differences both in spatial representations of magnitude and in the use of arithmetic strategies, as well as the relation between the two. To test the hypothesis that sex differences in spatial–numerical magnitude knowledge mediate sex differences in the use of advanced strategies (retrieval and decomposition), two studies were conducted. Study 1 included 96 US first graders (53% girls); Study 2 included 210 Russian first graders (49% girls). All participants completed a number line estimation task (a spatially based measure of numerical magnitude knowledge) and an arithmetic strategy task (a measure of strategy choice). The studies showed parallel results: boys produced more accurate numerical magnitude estimates on the number line estimation task and used advanced strategies more frequently on the arithmetic task. Critically, both studies provide support for the mediation hypothesis (although there were some differences in the pattern obtained for the two strategies). The results are discussed in the context of broader research about the relation between spatial and mathematical skills.