Mathematical problem-solving is a core competence in learning; however, slow learners frequently encounter substantial challenges, both cognitive and affective. An underexplored factor in this domain is the influence of gender on problem-solving strategies. This study investigates differences in the thinking patterns of male and female slow learners through Polya’s four stages: understanding the problem, devising a plan, executing the plan, and evaluating the solution. Employing a qualitative collective case study design, the research involved fifty-two ninth-grade slow learners (twenty-seven males and twenty-five females) identified through psychological assessments (IQ 70–90), low academic performance, and diagnostic testing. Data were obtained from geometry-based problem-solving tasks, semi-structured interviews, and classroom observations, and analyzed using thematic coding with source triangulation. The findings indicate that male students were generally more impulsive, fast, and reliant on spontaneous strategies with limited reflection, whereas female students demonstrated greater reflection, caution, and systematic approaches, though at a slower pace and with frequent hesitation. These patterns highlight the significant role of gender in shaping how slow learners process mathematical information. The study’s novelty lies in integrating Polya’s framework with gender perspectives within the slow learner context. Its contribution is twofold: extending Polya’s theoretical model and offering empirical foundations for adaptive, gender-sensitive mathematics instruction to advance inclusive education.
Muzaini et al. (Fri,) studied this question.