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Bold Problem Solving: A New Construct for Understanding Gender Differences in Mathematics
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DOI：10.5951/jresematheduc-2020-0136.png)
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摘要
En 中文
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 mt./hates 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.
Keyword:
Problem solving
Gender
Mathematics education
Attitudes
Confidence
Spatial skills
期刊
J
IF:
3.6
论文数:
762
被引数:
2.5K
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