Describes investigation designed to determine if differences in socio-economic level and sex affect the development of strategies used by first grade students in attempting to solve a scientific problem involving simple machines. (JR)

Investigates gender-related effects of a problem-solving plan for sixth graders (n=155). Analysis indicates a significant interaction effect of occasion of testing, test sequence, and gender. Concludes that females benefited from free exploration, of problem situations followed by an organized exploration whereas males appeared to function equally…

Reports a study to test the hypothesis that intermediate grade teachers (n=96) will reflect an expectation of male success in the scores they assign to students' work in mathematical problem solving. MANOVA involving the variables of student gender, teacher grade level, and teacher gender indicated no gender bias on the part of teachers. (MDH)