Problem solving strategies of girls and boys in single-sex mathematics classrooms |
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| Authors: | Megan Che Elaine Wiegert Karen Threlkeld |
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| Institution: | (1) Clemenson University, School of Education, 409F Tillman Hall, Clemenson, SC 29634-0705, USA;(2) University of South Carolina Upstate, School of Education, HEC 3010, 800 University Way, Spartanburg, SC 29303, USA;(3) T L Hanna High School, Anderson, SC 29621, USA |
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| Abstract: | This study examines patterns in middle-grade boys’ and girls’ written problem solving strategies for a mathematical task involving
proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex
classrooms. One hundred nineteen sixth-grade students’ responses are analyzed by gender according to the solution strategy
they used to arrive at their final response to the task. The categories of solution strategies include non-response, purely
additive, purely procedural, transition, novice, and mature. The proportions of girls and boys classified as mature in their
strategies were essentially equal. However, more than half of girls’ responses were considered purely procedural or purely
additive—a proportion double that of boys thus classified. |
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