“Bold Problem Solving”: A New Construct for Understanding Gender Differences in Mathematics

Author:

Lubienski Sarah Theule1,Ganley Colleen M.2,Makowski Martha B.3,Miller Emily K.4,Timmer Jennifer D.5

Affiliation:

1. 1 Indiana University

2. 2 Florida State University

3. 3 University of Alabama

4. 4 West Chester University

5. 5 Vanderbilt University

Abstract

Despite progress toward gender equity, troubling disparities in mathematical problem-solving performance and related outcomes persist. To investigate why, we build on recurrent findings in previous studies to introduce a new construct, “bold problem solving,” which involves approaching mathematics problems in inventive ways. We introduce a self-report survey of bold problem-solving orientation and find that it mediates gender differences in problem-solving performance for both high-achieving middle school students (n = 79) and a more diverse sample of high school students (n = 222). Confidence mediates the relation between gender and bold problem-solving orientation, with mixed results for mental rotation skills and teacher-pleasing tendencies as mediators. Overall, the new bold problem-solving construct appears promising for advancing our understanding of gender differences in mathematics.

Publisher

National Council of Teachers of Mathematics

Subject

Education,Mathematics (miscellaneous)

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