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ERIC Number: ED348465
Record Type: RIE
Publication Date: 1992-Jul
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Mathematics Effectively and Equitably to Females. Trends and Issues No. 17.
Hanson, Katherine
This monograph looks at mathematics education today in the United States, particularly at how girls are treated in mathematics education in order to identify ways to increase female interest and achievement in mathematics. The first section of the review describes the current status of females in mathematics education including achievement history and trends, trends in higher education, and current gender research. The second section looks at the research on student gender differences covering learning styles and classroom behavior, attitudes toward mathematics learning, mathematics course taking, and social expectations. A third section covers educational issues of discourse, curriculum content and orientation, teacher attitudes and behaviors, and classroom organization and teaching methods. A final section of conclusions and recommendations notes that: (1) mathematics education takes place in a cultural context that educators can begin to consciously change to better respond to the education of girls; and (2) new research and practical applications can be useful in exploring ways to change mathematics education discourse patterns to include females. Also offered in this section are 15 practical recommendations gathered from the research. Included are 68 references. (JB)
ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027.
Publication Type: Information Analyses; ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.; Education Development Center, Inc., Newton, MA. Center for Equity and Cultural Diversity.; Columbia Univ., New York, NY. Teachers College.
Identifiers: Mathematical Ability; Mathematics Participation