Gender Differences in Arithmetic Strategy Use: A Function of Skill and Preference |
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| Institution: | 1. University of Memphis School of Public Health, Memphis, Tennessee;2. Multidisciplinary Thoracic Oncology Program, Baptist Cancer Center, Memphis, Tennessee;3. NEA Baptist Memorial Hospital, Jonesboro, Arkansas;4. St. Bernard''s Regional Medical Center, Jonesboro, Arkansas;5. North Mississippi Medical Center, Tupelo, Mississippi;6. Trumbull Laboratories, LLC, Memphis, Tennessee;1. School of Life Science and Technology, State Key Laboratory of Urban Water Resource and Environment, Harbin Institute of Technology, 92 West Dazhi Street, Harbin 150001, China;2. State Key Laboratory of Medicinal Chemical Biology, Nankai University, Tianjin, China;1. Institut de Ciència de Materials de Barcelona (ICMAB-CSIC), Campus U.A.B., 08193 Bellaterra, Spain;2. Laboratorio de Estudios Cristalográficos, IACT-CSIC, Armilla, Granada, Spain;3. Institució Catalana de Recerca I Estudis Avançats (ICREA) – Institut de Ciència de Materials de Barcelona (ICMAB-CSIC), Campus de la UAB, 08193 Bellaterra, Spain;1. University of Bern, Switzerland;2. School of Psychology, University of Surrey, Guildford, UK |
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| Abstract: | This study was designed to examine whether first-grade boys' use of retrieval and first-grade girls' use of manipulatives reflected gender differences in their abilities to use these strategies or gender differences in preferences for strategy use. Eighty-four first-grade students, 42 boys and 42 girls, from two suburban elementary schools participated in this study. The children solved basic arithmetic problems under two conditions: a free-choice condition in which they were allowed to solve the problems any way they preferred and a game condition in which the children's strategy use was constrained so that all children used the same strategies on the same arithmetic problems. Strategy use during the free-choice session replicated the findings of earlier research indicating that girls tend to use strategies utilizing manipulatives and boys tend to use retrieval. During the game condition, when we controlled the types of strategies children used on different problems we found that boys were as able as girls to calculate solutions using manipulatives. Girls, however, were not as capable as boys in their retrieval of answers to arithmetic problems from memory. No differences were found in error rates or speed of retrieval. Gender differences were found in the variability of correct retrieval, with boys being significantly more variable than girls. |
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