"Bold Problem Solving": A New Construct in the Pursuit of Gender Equity

• In Event: “Bold Problem Solving” and Spatial Skills: Two Important Constructs for Gender Equity in Mathematics Education

Abstract

Framework
Previous studies have detected differences in girls’ and boys’ problem-solving approaches, with girls more likely to use familiar, teacher-given procedures and boys employing other strategies, such as “work backwards” and mental shortcuts (Fennema, Carpenter, Jacobs, Franke, & Levi, 1998; Gallagher et al., 2000; Goodchild & Grevholm, 2009; Zhu, 2007). These studies align with research suggesting that girls tend to exhibit teacher-expected behavior in the classroom, get good grades, and perform well on school-taught material (Downey & Yuan, 2005; Kimball, 1989; Cimpian, et al., 2016). However, it could be that compliant, “good girl” behavior has short-term benefits, but long-term drawbacks when girls encounter more challenging mathematics problems.

Given the accumulation of studies suggesting that boys may take a bolder approach to solving mathematics problems, and given the lack of a measure designed to detect such differences, this study developed and sought to validate a survey measure of Bold Problem Solving that could be used to examine such patterns.

Data Collection and Analysis
We proposed eight survey items to capture key gender differences in “bold” problem solving approaches, with an eye toward whether students follow given procedures or utilize more independent approaches. Examples include:
• I prefer inventing my own ways to solve math problems instead of applying procedures my teacher or textbook shows me.
• When I am stuck on a math problem, I usually play around with the problem for a while before examining worked examples or seeking help.
(Note: Response scale ranged from 1=strongly disagree to 5=strongly agree.)

Given that math gender gaps are largest among high achievers, and given that middle school is a formative time, we administered the items to 76 high-achieving 8th graders. In this sample, there was no gender difference in prior math standardized test scores, but boys outscored girls on a set of challenging SAT items we administered. Reliability and factor analyses were used to examine the coherence of the Bold Problem Solving items, and a t-test was used to examine gender disparities on the resulting scale.

Results
Two of the eight items fit less well with the others, both statistically and conceptually. The remaining six items cohered as one factor, with Cronbach’s alpha = .71 (full details about all items will be discussed in the paper). We averaged the six items and considered the resulting scale sufficiently reliable for use in initial studies, with hope of ultimately refining the items and testing them more broadly.

Among the 76 students, despite the fact they were all high-achieving in math, boys scored over a full standard deviation higher on the Bold Problem Solving scale (p<.001). The full paper will compare gender-related results for this scale with other scales administered to these students (e.g., confidence, mindsets).

Significance
This paper introduces the construct, “Bold Problem Solving,” including its origins and potential importance. On the newly developed scale, boys reported substantially bolder approaches than did girls, suggesting this construct is picking up on an important gender difference that is masked by standard achievement measures.

Authors

• Sarah Theule Lubienski, Indiana University

• Martha Makowski, The University of Alabama - Tuscaloosa

• Emily Miller, West Chester University of Pennsylvania