Abstract
This study examines patterns in middle-grade boys’ and girls’ written problem solving strategies for a mathematical task involving proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex classrooms. One hundred nineteen sixth-grade students’ responses are analyzed by gender according to the solution strategy they used to arrive at their final response to the task. The categories of solution strategies include non-response, purely additive, purely procedural, transition, novice, and mature. The proportions of girls and boys classified as mature in their strategies were essentially equal. However, more than half of girls’ responses were considered purely procedural or purely additive—a proportion double that of boys thus classified.
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