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Related Experiment Videos

Gender differences in advanced mathematical problem solving.

A M Gallagher1, R De Lisi, P C Holst

  • 1Educational Testing Service, Princeton, New Jersey 08541, USA. agallagher@ets.org

Journal of Experimental Child Psychology
|February 10, 2000
PubMed
Summary
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Mathematical problem solving reveals gender differences in strategy flexibility. Men excel at matching strategies to problems, particularly those requiring spatial skills, while women may benefit from more direct, classroom-based content. This impacts performance on standardized math tests.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Mathematics Education

Background:

  • Mathematical problem-solving ability is crucial for academic and professional success.
  • Gender disparities persist in quantitative fields, necessitating investigation into underlying cognitive mechanisms.
  • Standardized tests like the SAT-M and GRE-Q are key measures of mathematical aptitude.

Purpose of the Study:

  • To investigate strategy flexibility in mathematical problem solving among high school and graduate students.
  • To explore the relationship between problem type, solution strategy, and gender.
  • To identify cognitive factors contributing to gender differences in mathematical test performance.

Main Methods:

  • Studies 1 and 2: High school students solved Scholastic Assessment Test-Mathematics (SAT-M) problems under varying conditions.

Related Experiment Videos

  • Study 3: Graduate students solved Graduate Record Examination-Quantitative (GRE-Q) items, with problems categorized by cognitive demands.
  • Data analysis focused on strategy choice, success rates, and correlations with gender and ability.

    • Main Results:

    • Algorithmic strategies were the default for most students, regardless of problem type or time constraints.
    • Intuitive strategy use was observed primarily in high-ability students on unconventional problems.
    • Men demonstrated greater success in matching strategies to problem characteristics compared to women.
    • Gender differences in GRE-Q performance were more pronounced on problems requiring spatial skills or multiple solution paths.

    Conclusions:

    • Strategy flexibility, or the ability to adapt problem-solving approaches, is a significant factor in observed gender differences in mathematical test performance.
    • Cognitive demands of mathematical problems, particularly spatial and multi-path reasoning, may contribute to gender disparities.
    • Understanding these differences can inform educational interventions and assessment design to promote equitable mathematical achievement.