“Bold Problem Solving”: A New Construct for Understanding Gender Differences in Mathematics
Sarah Theule Lubienski, Colleen M. Ganley, Martha B. Makowski, Emily K. Miller, Jennifer D. Timmer
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.