Abstract

    As in our analysis of reading, Probe 4, we probe in this study if early math ability is symptomatic of strong families, parents and children, and whether or not math inability negatively affects the behaviour and character of the child later on in the teen years. Also, how important are education, religion and other factors for teen behaviour, given math?

    In 1995 about the same percentages of girls and boys aged 6 to 11 did very well in math and reading: 51% compared with 52%. But boys were rated higher than the girls in math (54% did very well compared with 49%), whereas the reverse was true for reading (58% of girls read very well, compared with 46% of boys).

    Many groups of children were found associated with high math ability in 1995. Examples include those who watched relatively little television, who took lessons in the arts weekly, who got along well with other children, and praised the work of the less able.

    The more math-skilled children had parents who were never angry when punishing child, who never allowed their child to escape punishment, who worshipped weekly and volunteered, who had post-high school degrees or diplomas, and had hopes for university.

    The more math-skilled were in families in which planning and making decisions were relatively easy, where concerns could be discussed, and where relationships with the parents were good, and the whole family worshipped.

    The more math-skilled were more prone to being privately or home schooled, to attending a school with a high school spirit, and where academic performance seemed emphasized.

    Analytical results included the following: among teen boys the level of math disability eight years earlier promoted LSD or acid use, attempted suicide, frequency of getting upset easily and likelihood of having friends who smoked. Girls reacted very differently.

    Among the girls math disability was associated with the last one only, plus smoking. These effects were not as serious as those prompted by reading disability, such as: marijuana use, selling drugs, having sexual intercourse and beginning earlier, and vandalism.

    Some major positive influences of education of the main parent were, for girls and boys less likelihood of considering suicide, sexual intercourse, anger, and having close friends who smoked, and greater happiness with life.

    Some influences of education were unique to boys: less likelihood of smoking, drinking alcohol, being questioned by the police; and more hope in the future, and having married parents. Unexpectedly, sexually active boys 16 to 19 were less likely to use birth control.

    Education of the main parent had only two unique effects on girls: less prone to attempting suicide and to getting upset easily.

    For girls and boys having a parent with a Biblical faith affiliation meant their teens were less likely than other teens to drink, get intoxicated, or to have friends who drank alcohol or who smoked marijuana.

    In addition, the boys with Biblical faith parents were less prone to enjoying helping others and more likely to have been questioned by the police about something they had done.

    Girls with a Biblical faith parent were less likely to smoke, use marijuana, or to have a boyfriend, though unexpectedly, the sexually active were less likely to use birth control.

    In conclusion, other factors were found to be more important than math disability in their influence on teen behaviour. But math disability was important enough to encourage promotion of early math skills, along with reading in all young children.