数学能力的性别差异是倍受国际学术界关注的问题。申请者的前期研究发现在精算能力上存在性别差异，女生优于男生的结果主要因语言能力的差异导致(Psychological Science, 2012)。然而作为数学能力的另一重要组成部分，估算能力的性别差异问题一直没有得到足够的重视。.本研究将从发展的角度，利用行为测查及脑成像技术，从行为及神经两个层面，探讨学龄前、学龄初及学龄后期的儿童估算能力的性别差异表现，并考查在每个年龄段下影响估算能力性别差异的认知因素及其神经机制。.该研究将首次探讨学龄前及学龄初期儿童估算能力的性别差异表现。并首次从认知机制的角度对不同年龄段儿童估算能力性别差异表现进行认知层面的解释。此外，本研究的结果将为教育教学提供理论指导，帮助教师在教学过程中因性施教，促进男女生数学能力的共同发展。

The gender difference in mathematics is a hot topic in the current world. In the previous study, we found that females performed better than males in exact arithmetic, because of their superior language ability (Psychological Science，2012). However, the approximate arithmetic, which is an important part in mathematics, has not been given enough attention. .This project will investigate the development of gender differences in approximate arithmetic from preschool to school children, and explore the cognitive mechanism of the gender differences in approximate arithmetic, by behavioral and fMRI studies. .This project will be the first study to investigate the gender differences in approximate arithmetic of preschool children. It will also be the first study to explore the cognitive mechanism of gender difference in approximate arithmetic for children at different ages. The results of this project will provide a guidance of theory for mathematical education to update the teaching methods, and make sure their implementation of teaching agree with gender differences.