Gender Differences in Scholastic Aptitude Test-Mathematics Problem Solving Among High-Ability Students

Ann M. Gallagher, Richard De Lisi

Research output: Contribution to journalArticlepeer-review

107 Scopus citations

Abstract

This study examined whether male and female students of high mathematical ability use different solution strategies on math problems that had previously yielded gender differences in correct responding. Structured interviews were conducted with high school students who had scored at least 670 on the math protion of the Scholastic Aptitude Test (SAT-M). Eight types of solution strategies could be further dichotomized as conventional or unconventional in approach. Female students were more likely than male students to use conventional strategies. SAT-M scores were correlated with positive attitudes (confidence and persistence) towards math; use of conventional strategies was correlated with negative attitudes. (dislike, nonrelevance) toward math. Findings may help to explain patterns of gender differences on SAT-M problems among high-ability students in which female students outperform male students on conventional problems and male students outperform female students on unconventional problems.

Original languageEnglish (US)
Pages (from-to)204-211
Number of pages8
JournalJournal of Educational Psychology
Volume86
Issue number2
DOIs
StatePublished - Jun 1994

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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