Gender differences in mathematics strategy use

Abstract The purpose of this study was to examine whether differences in first grade girls' and boys' strategy use could be predicted by their temperament characteristics. Eighty-four first grade students, 42 boys and 42 girls, from two suburban elementary schools participated in this study. Children were asked to solve addition and subtraction problems using any strategy they preferred. Attempted and correct strategy use, including the use of retrieval, cognitive strategies, and manipulatives, was observed as children solved these problems. Temperament, specifically the characteristics of impulsivity and inhibition, were assessed by teachers who completed the Temperament Assessment Battery [Psychological basis of early education (1988). London: Wiley; The Temperament Assessment Battery for Children: manual. (1988) Brandon, VT: Clinical Psychology Publishers.]. Results indicate that impulsivity and inhibition differentially predicted the selection and use of strategies for girls and boys. Specifically, boys' strategy use was related to their levels of impulsivity, while girls' strategy use was related to their levels of inhibition.

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