Gender Differences in Problem-Solving Abilities Lead to Varied Long-Term Results

Research among high school students and adults reveals that females are more inclined to rely on conventional, stepwise methods to tackle basic math tasks, such as adding numbers column by column and carrying over when necessary. Males, in contrast, often use alternative shortcuts, like rounding numbers before adding and then adjusting the result.

While both approaches result in similar success on simple problems, those who stick to traditional algorithms tend to struggle more with complex mathematical tasks. These findings come from two studies published in November 2025 and provide insight into why girls often excel in school math but boys outperform them on high-stakes exams and pursue math-heavy careers more frequently.

Persistence of Gendered Strategies

Our research highlights not just the accuracy of answers but the strategies students employ. Boys and girls display distinct problem-solving methods that persist into adulthood. Earlier studies of U.S. elementary students found boys disproportionately represented among top scorers on national math tests, while girls consistently achieved higher grades in classroom settings. State-level tests, aligned with school curricula, show minimal gender differences.

In professional STEM fields, men still outnumber women, and previous explanations have included differences in confidence and career priorities. Our findings suggest that the way individuals approach math problems may also contribute to these long-term disparities.

Algorithm Use vs. Inventive Thinking

Traditional algorithm use may benefit routine calculations, particularly for lower-achieving students, but it is less effective for tackling novel or complex problems that require creative reasoning. Studies of young children show boys often experiment with inventive strategies, while girls prefer standard methods. We examined whether these tendencies persist beyond elementary school.

In one study, over 200 high school students were asked to solve basic arithmetic problems using either standard algorithms or mental shortcuts. Both genders achieved similar accuracy, but girls were three times more likely to use algorithms consistently. Boys were more likely to rely exclusively on shortcuts. The preference for algorithms among girls was linked to a desire to meet teacher expectations and comply with social norms.

Complex Problem-Solving and Long-Term Implications

Students who favored traditional methods on simple tasks scored lower on more advanced math problems, including those resembling SAT questions. In a second study involving 810 adults, women were more likely to use standard algorithms even in mental calculations, yet performed worse on probability-based reasoning tasks. This suggests that early problem-solving habits may influence later mathematical performance.

Factors Behind Gender Differences

Potential contributors to these differences include spatial reasoning abilities, test anxiety, perfectionism, and social pressures on girls to be compliant. Cultural expectations may encourage females to prioritize correct procedures over inventive approaches, while males are more encouraged to take risks and experiment.

While algorithmic strategies can lead to correct answers and high grades in school, preparing all students for novel and complex problem-solving is crucial. Schools should foster creativity and flexible thinking to equip students for high-stakes tests, real-world challenges, and math-intensive careers.

Author: Ethan Caldwell