Research, Reflection, Practice: Gender Equity in Mathematics Education

Abstract

Gender equity in mathematics education is a complex issue. Although males and females take similar mathematics classes and achieve similar scores on standardized tests throughout the K–12 school years (Kimball 1989; National Science Board 1998), males' participation in mathematics after high school is far greater than females' (National Science Board 1998). Many educators are studying the K–12 school experience in an attempt to understand gender differences in mathematics participation. For example, as we make advancements in assessing children's thinking, we are starting to find gender differences in young children's mathematics achievement. In a large study of first through third graders, in which individual interviews were used to assess children's thinking, researchers found gender differences in children's solution strategies (Fennema et al. 1998). Other researchers are asking teachers what information they can offer to advance our understanding of gender equity in mathematics.