Girls and Boys Solve Math Problems Differently

This week's article summary is Girls and Boys Solve Math Problems Differently.

The big takeaway from this article is while girls typically get better grades in math classes—particularly in elementary and middle school--more boys than girls end up in jobs that requires math.

Girls have a greater tendency to follow the mathematical procedures taught by their teacher while boys are much more willing to be experimental and creative in devising their own methods and strategies for solving math problems.

This adventurousness of boys is advantageous when to comes to dealing with increasingly complex and multi-step math problems.

Certainly, there are other factors at work: for example, girls tend to be compliant in class and deferential to the teacher.

The pedagogy Trinity employs for teaching math emphasizes creative problem solving. We challenge students (both girls and boys) to find multiple ways to solve problems, helping to build deeper conceptual understanding. This deeper understanding of math concepts increases a student's confidence and flexibility when they encounter more complex math concepts and problems.

Joe

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Among high school students and adults, girls and women are much more likely to use traditional, step-by-step algorithms to solve basic math problems – such as lining up numbers to add, starting with the ones place, and “carrying over” a number when needed. 

Boys and men are more likely to use alternative shortcuts, such as rounding both numbers, adding the rounded figures, and then adjusting to remove the rounding.

Those who use traditional methods on basic problems are less likely to solve more complex math problems correctly. 

These are the main findings of two studies published in November 2025.

This new evidence may help explain an apparent contradiction in the existing research: girls do far better at math in school, but boys do better on high-stakes math tests and are more likely to pursue math intensive careers. 

Boys and girls approach math problems differently, in ways that persist into adulthood.

In a recent study of U.S. elementary students, boys outnumbered girls 4 to1 among the top 1% of scorers on national math tests. And over many decades, boys have been about twice as likely as girls to be among the top scorers on the SAT and AP math exams.

However, girls tend to be more diligent in elementary school and get better grades in math class throughout their schooling. 

When older adults think of math, they may recall memorizing times tables or doing the tedious, long-division algorithm. Memorization and rule-following can pay off on math tests focused on procedures taught in school, but more advanced math involves solving new, perplexing problems rather than following the rules.

In looking at studies of young children, the research team was struck by findings that young boys use more inventive strategies on computation problems, whereas girls more often use standard algorithms or counting. 

We suspected that girls’ tendency to use algorithms might stem from greater social pressure toward compliance, including complying with traditional teacher expectations. The research showed that girls were more likely to report a desire to please teachers, such as by completing work as directed. Those who said they did have that desire used the standard algorithm more often.

We identified some factors that may play a role in these gender differences, including spatial-thinking skills, which may help people develop alternate calculations approaches. Anxiety about taking tests and perfectionism, both more prevalent among women, may also be a factor.

While compliant behavior and standard math methods often lead to correct answers and good grades in school, we believe schools should prepare all students – regardless of gender – for when they face unfamiliar problems that require inventive problem-solving skills, whether in daily life, on high-stakes tests or in math-intensive professions.