Abstract
In the first experiment, 219 boys and 217 girls in 10th grade classified algebraic word problems in terms of whether the problems contained missing, sufficient, or irrelevant information for solution. Among students with similar levels of general mathematical ability, girls were less likely than boys to identify missing or irrelevant information within problems. More girls than boys perceived irrelevant information within the text of a problem as being necessary for solution. In the second experiment, 11th-grade girls (n = 234), who were as able as boys (n = 287) to solve algebraic word problems containing sufficient information, had lower solution rates than did boys on problems containing irrelevant information
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