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

Autor/inn/en	Lubienski, Sarah Theule; Ganley, Colleen M.; Makowski, Martha B.; Miller, Emily K.; Timmer, Jennifer D.
Titel	"Bold Problem Solving": A New Construct for Understanding Gender Differences in Mathematics
Quelle	In: Journal for Research in Mathematics Education, 52 (2021) 1, S.12-61 (50 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Instruction; Problem Solving; Gender Differences; Middle School Students; High School Students; Secondary School Mathematics; Cognitive Processes; Student Attitudes; Spatial Ability; Risk; Learning Strategies; Self Esteem; Personality Traits; Grade 8; Early Childhood Longitudinal Survey; Program for International Student Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Cognitive process; Kognitiver Prozess; Schülerverhalten; Räumliches Vorstellungsvermögen; Risiko; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-esteem; Selbstaufmerksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; School year 08; 8. Schuljahr; Schuljahr 08
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. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01