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Gender Differences in Arithmetic Strategy Use: A Function of Skill and Preference.

Martha Carr¹, Heather Davis

¹University of Georgia

Contemporary Educational Psychology

|June 21, 2001

Summary

First-grade boys and girls show different math strategy preferences, with boys favoring retrieval and girls favoring manipulatives. However, when abilities were tested, boys were better at retrieval, while girls were equally adept with manipulatives.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Children's strategy use in arithmetic problem-solving can be influenced by both ability and preference.
Previous research suggests gender differences in strategy selection, with boys preferring retrieval and girls preferring manipulatives.

Purpose of the Study:

To investigate whether observed gender differences in strategy use (retrieval vs. manipulatives) in first graders reflect ability or preference.
To compare boys' and girls' capabilities in using retrieval and manipulative strategies for basic arithmetic.

Main Methods:

Eighty-four first-grade students (42 boys, 42 girls) participated.
Children solved arithmetic problems under free-choice and constrained (game) conditions.
Strategy use, accuracy, speed, and variability were analyzed.

Main Results:

Free-choice condition confirmed prior findings: girls preferred manipulatives, boys preferred retrieval.
In the game condition, boys and girls showed equal ability with manipulatives.
Girls were less capable than boys in retrieving arithmetic answers from memory.
Boys exhibited greater variability in correct retrieval than girls.

Conclusions:

Observed gender differences in arithmetic strategy use are partly due to ability differences, particularly in retrieval.
Girls' preference for manipulatives may stem from lower retrieval ability compared to boys.
Educational interventions should consider these gender-based differences in strategy ability and preference.