There’s definitely valid research on higher perfect pitch apprehension in Chinese speakers ( relative to linguistic tonalities ).

Linguistic differences. About understanding fractions: In English it's "2 out of 5". In Chinese, Korean and possibly some other languages, it's "from 5, 2". Apparently just a quirk of language but results in a difference in ability to compute fractions, so there you go.

Also in Chinese, reciting the times tables are shorter and (unproven) probably easier to memorise, "3 1 3, 3 2 6, 3 3 9". Although I'm not sure why that can't be done in English either.

> "3 1 3, 3 2 6, 3 3 9". Although I'm not sure why that can't be done in English

It was a long time ago for me now, but I learned the times tables (using your example) as "three ones'r three, three twos'r six, three three's'r nine" etc. Seems like it's just the addition of a single "zrr" syllable after both numbers to me, and to me that seems easier to say than e.g. "3 2 6", maybe just because it's an automatic reflex to add the extra sound and not adding it makes it seem just a stream of numbers out of context.

French is one of those languages where primary school will have tests on how to write/pronounce straight numbers. Like 71, 82, 93. And some will fail, because it's bonkers.

Quickness is definitely not prioritized.

On the other hand, if you practically have to do a little algebra in your head to figure out how to pronounce a number, I guess you’ll be good at algebra.

It might educational systems at play here.

I've never been to China, and have no idea if this is wide-spread — I saw a documentary on children in China being taught mathematics at an early age using an abacus. Eventually, they remove the abacus but the child still mimes using it. And then gradually this disappears too.

Essentially they're training their muscle-memory to do their maths for them.

It was quite extraordinary to see, especially since I, while I flatter myself I'm reasonably intelligent in some areas, and worked in programming and related areas for many years, my ability to do any maths without a pencil and paper is abysmal. OTOH, it's not impossible I have un-diagnosed dyscalculia.

Or a ton of other factors. I don't think there's a convincing study that shows an effect of language on e.g. arithmetic. There is a whole bunch of studies where culture, environment, status, income, education, discrimination, age, etc. are confounds.