Discusses a model which provides a partial explanation of why females are not achieving equity in mathematics education. The model consists of four phases and explores mediating factors of autonomous learning behaviors which exist between socialization influences and learning. (JN)

Reported is a study to determine the relative effectiveness of a meaningful concrete and a meaningful symbolic model in learning a selected mathematics principle. Subjects were from a second grade population and they were assigned to three treatments. Students assigned to Treatment 1 received instruction in the principle with a meaningful symbolic…

Many more males than females are involved in post high school mathematics study and in adult occupations that involve mathematics. This paper addresses the issue of whether this unequal representation of females and males is due to females' less adequate learning of mathematics or to deliberate choice of females not to study mathematics. After…

The purpose of this paper was to explore the literature to see what differences, if any, exist between the sexes in mathematics achievement from pre-school through high school levels. Thirty-three studies were reported. Findings showed that there were no significant differences between boys' and girls' mathematics achievement in pre-school or…

Research concerned with differences in mathematical achievement of males and females is discussed in this document. Variables hypothesized to be related to achievement of women in general and to mathematics learning and studying in particular are considered: verbal ability; spatial visualization ability; confidence in learning mathematics;…

This paper offers a detailed review of the literature concerning sex differences in the learning of mathematics. It identifies cognitive, affective and educational variables which have been either shown or hypothesized to contribute to sex-related differences in mathematics learning. The author analyzes each study in detail. One important finding…

This chapter builds on the idea that classrooms that promote understanding can and do exist. Elaborating upon this idea the question is raised, "In what ways can many more classrooms be developed so that all students have the opportunity to learn with understanding?" The construction of classrooms that promote understanding is dependent upon…

Studies of differences between male and female performance in mathematics are reviewed. The authors concludes that the stereotyping of mathematics as a male domain has a subtle but powerful effect on women, especially as it effects decisions to continue or terminate the study of mathematics. (SD)