Study Reveals Gender Differences in Math Problem-Solving Strategies

Research from a team of educators has highlighted distinct differences in how boys and girls approach math problems, with implications for long-term outcomes in mathematical proficiency. The studies, published in November 2025, reveal that while both genders achieve similar short-term results, their strategies diverge significantly, affecting their performance in advanced mathematical contexts.

In an examination of high school students, the researchers found that girls and women tend to favor traditional, step-by-step algorithms for basic calculations, such as adding numbers by aligning them vertically. In contrast, boys and men are more inclined to use alternative methods, such as rounding numbers and adjusting the final result. Although both approaches yield similar accuracy for basic problems, students who rely on traditional algorithms struggle with more complex mathematical challenges.

The research adds depth to an ongoing discourse regarding academic performance and career choices in mathematics. Historically, girls often excel in classroom settings, achieving better grades throughout their schooling. Yet, boys frequently outperform girls on high-stakes tests like the SAT and are more likely to pursue careers in STEM fields, where men currently outnumber women by a ratio of 3 to 1.

The studies suggest that differing problem-solving strategies might contribute to this disparity. For instance, a 2016 analysis of U.S. elementary students indicated that boys were four times more likely to be among the top scorers on national math assessments. Despite this, girls displayed greater diligence and received better grades throughout their education.

Gender-Specific Problem-Solving Approaches

The researchers sought to understand whether the differences in approach persisted beyond elementary school. In their initial study, involving over 200 high school students, participants were tasked with solving basic computation problems. The results showed that girls were nearly three times more likely to use standard algorithms than boys. Specifically, 52% of girls utilized traditional methods compared to 18% of boys. Conversely, boys were more inclined to opt for mental shortcuts, with 51% reporting they never used an algorithm.

The researchers posited that the preference for algorithms among girls might stem from social pressures to comply with teacher expectations. To further investigate this, students were surveyed about their desire to please teachers. Those expressing a higher desire to conform were found to use standard algorithms more frequently. In contrast, boys scored higher on more complex math problems, indicating that their alternative strategies may foster better problem-solving skills.

Implications for Advanced Mathematics

In a follow-up study involving 810 adults, participants were asked to solve a simple addition problem mentally. Here, again, there was no notable difference in correctness between genders. However, 69% of women reported using traditional algorithms, compared to 46% of men. This reliance on standard methods appeared to correlate with poorer performance on advanced reasoning tasks.

The research team identified several factors that may influence these gender differences, including spatial-thinking skills and test anxiety. They noted that girls often exhibit more studious behaviors, which could contribute to their tendency to follow traditional methods. The authors suggest that societal expectations may lead girls to prioritize compliance, while boys are encouraged to take risks in their problem-solving approaches.

This study underscores the importance of adapting teaching methods to acknowledge these differences. While traditional algorithms may yield correct answers in school settings, they may not adequately prepare students for the innovative problem-solving required in real-world scenarios, particularly in high-stakes tests or math-intensive careers.

The findings advocate for educational practices that encourage all students, regardless of gender, to develop inventive problem-solving skills. Such an approach may help bridge the gender gap in advanced mathematics and STEM fields, ultimately fostering a more diverse and capable workforce.

The authors of the study maintain that they have no financial ties or conflicts of interest related to the research, ensuring an unbiased approach to their findings.