Gender differences in advanced mathematical problem solving

Strategy flexibility in mathematical problem solving was investigated. In S tudies 1 and 2, high school juniors and seniors solved Scholastic Assessmen t Test-Mathematics (SAT-M) problems classified as conventional or unconvent ional. Algorithmic solution strategies were students' default choice for bo th types of problems across conditions that manipulated item format and sol ution time. Use of intuitive strategies on unconventional problems was evid ent only for high-ability students. Male students were more likely than Fem ale students to successfully match strategies to problem characteristics. I n Study 3, a revised taxonomy of problems based on cognitive solution deman ds was predictive of gender differences on Graduate Record Examination-Quan titative (GRE-Q) items. Men outperformed women overall, but the difference was greater on items requiring spatial skills. shortcuts, or multiple solut ion paths than on problems requiring verbal skills or mastery of classroom- based content. Results suggest that strategy flexibility is a source of gen der differences in mathematical ability assessed by SAT-M and GRE-Q problem solving. (C) 2000 Acedemic Press.