Does math-fact retrieval explain sex differences in mathematical test performance? A commentary

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 dif ferences in math-fact retrieval latency. The first issue is whether the stu dies conducted by Royer et al. directly test their hypothesis; we argue tha t they do not. The secund issue involves questions about the strength of th e gender differences in math-fact retrieval. The third is whether math-fact retrieval should be considered the major mechanism in explaining the diffe rences in test performance. In considering this third issue we discuss othe r 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 hav e in math classrooms could contribute to the sex differences in test perfor mance. We also consider sex differences in math attitudes and motivation, ( C) 1999 Academic Press.