Sexual stereotyping and mathematics learning

Author:
Elizabeth Fennema A mathematics educator and a specialist in the psychology of women, respectively, and both at the University of Wisconsin–Madison

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Julia A. Sherman A mathematics educator and a specialist in the psychology of women, respectively, and both at the University of Wisconsin–Madison

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Although many questions are being asked about the teaching of “modern mathematics,” two important ones are seldom asked: Is modern mathematics teaching providing equal opportunity for both boys and girls to learn mathematics, and if not, why not? This paper attempts to provide a partial answer to the first question and a viable hypothesis concerning the second.

Footnotes

Elizabeth Fennema and Julia Sherman are currently working together as codirectors of a project that is investigating cognitive and effective factors related to the learning and swdying of mathematics by girls and boys. The project is sponsored by the National Science Foundation.

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