NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107173
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1051-1970
Women in Mathematics: A Nested Approach
Köse, Emek; Johnson, Angela C.
PRIMUS, v26 n7 p676-693 2016
In this article, we present a case study of a course called Women in Mathematics. Students in the course studied the lives and the mathematical contributions of women mathematicians throughout history, as well as current gender equity issues in the study of mathematics and in mathematical careers. They also mentored 20 middle school girls throughout the semester. This nested strategy (with the professor providing an environment where the college students could appreciate math, and they, in turn, creating the same for middle school girls) resulted in improvements in both the college students' and middle school girls' attitudes towards mathematics.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Identifiers - Assessments and Surveys: Fennema Sherman Mathematics Attitudes Scales
Grant or Contract Numbers: N/A