<b>Differences in the relationship pattern between algebraic thinking ability and mathematical problem-solving ability among students by gender</b>

Source abstract

Purpose – Mathematical problem-solving ability is a central goal of mathematics education, yet the role of gender in this ability remains inconsistent. Algebraic thinking is often regarded as a cognitive foundation for problem solving, but prior studies have generally examined the two abilities separately or through mean-difference comparisons by gender, rather than testing whether their relationship differs by group. This study examined this relationship and explored whether it differs between male and female subgroups. Methodology – This study used a quantitative, cross-sectional correlational design with exploratory subgroup analysis by sex. The population comprised 43 seventh-grade students at a junior secondary school in Cirebon City, from which a stratified sample of 30 (15 male, 15 female) was selected. Data were collected using an algebraic thinking test and a problem-solving test, analysed via prerequisite tests and simple linear regression per subgroup; the coefficients were then compared using a Fisher r-to-z test. Findings – Algebraic thinking showed a significant negative association with problem-solving among female students (R² = 0.317; p = 0.029), but no significant association among male students (R² = 0.234; p = 0.068). A direct comparison of the coefficients (Fisher r-to-z, Z = -0.27, p = .787) found no significant difference. These findings are preliminary evidence, not confirmed moderation. Novelty – This study contributes by testing the relationship pattern separately for each sex subgroup and directly comparing the coefficients, an approach rarely used in prior research. Significance – These preliminary findings may inform instructional design and future research on cognitive factors and gender, pending larger-sample confirmation