ERIC Number: ED375005
Record Type: RIE
Publication Date: 1994-Oct
The Gender Differential Effects of a Procedural Plan for Solving Mathematical Word Problems.
Zambo, Ron; Hess, Robert
The majority of research investigating gender-related differences in problem-solving ability has focused on the product of word problem solving--the problem solution. This paper reports an investigation of potential gender-related effects on sixth-graders of an explicitly stated problem-solving plan. Two versions of the test were given: the formatted form, containing the seven steps of a problem-solving plan on each of the pages, with space for student work; and the unformatted form, containing only the word problems. Three classes of students (n=73) were administered the formatted test first, followed by the unformatted version. The remaining three classes of students (n=82) were administered the unformatted version first, followed by the formatted version. Females and males did equally well on both forms of a four-item problem-solving test. Students scored significantly higher on posttests that included the problem-solving plan. It was concluded that females benefited from free exploration of problem situations followed by an organized exploration. Contains 24 references. (MKR)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the School Science and Mathematics Association (Fresno, CA, October 14-16, 1994).