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.
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.