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Problem Solving Strategies as Gendered: Views from Mathematics Teachers.

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Title: Problem Solving Strategies as Gendered: Views from Mathematics Teachers.
Authors: Shahbari, Juhaina Awawdeh1 (AUTHOR) juhaina@qsm.ac.il, Rubel, Laurie H.2 (AUTHOR) LRubel@edu.haifa.ac.il
Source: International Journal of Science & Mathematics Education. Oct2025, Vol. 23 Issue 7, p2477-2500. 24p.
Subject Terms: *Gender, *Mathematics teachers, *STEM education, *Algorithms, *Problem solving, Heuristic, Palestinian citizens of Israel
Abstract: This study examines whether and how Palestinian/Arab Israeli (P/AI) mathematics teachers attribute specific kinds of problem-solving strategies to gender. Using responses to a questionnaire from 359 secondary teachers, we investigated whether and how teachers associate gender with three types of solutions (algorithmic, creative, or guess-and-check), to three school mathematics tasks. A small number (6%) of the teachers consistently chose the gender-neutral option across all nine solutions. Many teachers (42%) consistently attributed instances of creative problem-solving to boys; nearly one-third (31%) consistently attributed instances of algorithmic approaches to girls; and about one-quarter (26%) consistently attributed guess-and-check strategies to girls. In aggregate, across participants, around 60% of the cases of creative solutions were attributed to boys; 49% of the cases of algorithmic solutions were attributed to girls; 43% of the cases of guess-and-check were attributed to girls. Our analysis contextualizes these patterns within the broader P/AI context, where girls consistently outperform boys in school mathematics but face barriers that limit their later participation in STEM-related fields. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Problem Solving Strategies as Gendered: Views from Mathematics Teachers.
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  Data: <searchLink fieldCode="AR" term="%22Shahbari%2C+Juhaina+Awawdeh%22">Shahbari, Juhaina Awawdeh</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> juhaina@qsm.ac.il</i><br /><searchLink fieldCode="AR" term="%22Rubel%2C+Laurie+H%2E%22">Rubel, Laurie H.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> LRubel@edu.haifa.ac.il</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Oct2025, Vol. 23 Issue 7, p2477-2500. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Gender%22">Gender</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Algorithms%22">Algorithms</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Heuristic%22">Heuristic</searchLink><br /><searchLink fieldCode="DE" term="%22Palestinian+citizens+of+Israel%22">Palestinian citizens of Israel</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This study examines whether and how Palestinian/Arab Israeli (P/AI) mathematics teachers attribute specific kinds of problem-solving strategies to gender. Using responses to a questionnaire from 359 secondary teachers, we investigated whether and how teachers associate gender with three types of solutions (algorithmic, creative, or guess-and-check), to three school mathematics tasks. A small number (6%) of the teachers consistently chose the gender-neutral option across all nine solutions. Many teachers (42%) consistently attributed instances of creative problem-solving to boys; nearly one-third (31%) consistently attributed instances of algorithmic approaches to girls; and about one-quarter (26%) consistently attributed guess-and-check strategies to girls. In aggregate, across participants, around 60% of the cases of creative solutions were attributed to boys; 49% of the cases of algorithmic solutions were attributed to girls; 43% of the cases of guess-and-check were attributed to girls. Our analysis contextualizes these patterns within the broader P/AI context, where girls consistently outperform boys in school mathematics but face barriers that limit their later participation in STEM-related fields. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10763-025-10565-8
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Mathematics teachers
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      – SubjectFull: STEM education
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      – SubjectFull: Algorithms
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      – SubjectFull: Problem solving
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      – SubjectFull: Heuristic
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      – SubjectFull: Palestinian citizens of Israel
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              M: 10
              Text: Oct2025
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              Y: 2025
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