Mathematical thinking of kindergarten boys and girls: Similar achievements, different contributing processes.

The objective of this study was to examine gender differences in the relations among verbal, spatial, math, and teacher-child math interaction variables. Kindergarten children (N=80) were videotaped playing games requiring mathematical reasoning, in the presence of their teachers.   Children's math, spatial and verbal skills and teachers' mathematical communication were assessed.  No gender differences were found between mathematical achievement of the boys and girls, and between their verbal and spatial skills.   However, math performance was related to boy's spatial reasoning and to girls' verbal reasoning suggesting the possibility that they are using different processes for solving mathematical problems. Furthermore, Boys' levels of spatial and verbal skills were not found to be related, in contrast, for girls, these two variables were significantly related.  The level of mathematical communication provided in teacher-child interactions was found to be related to girls' but not to boys' math performance, suggesting that boys may need other forms of math communication and teaching