Abstract
The May 1977 issue of the Arithmetic Teacher included three articles that discussed some of the issues involved in the problem of sex-role stereotyping and mathematics learning. Fennema and Sherman reviewed and analyzed the sex-related differences in mathematics learning and studying that have been found in research. They hypothesized that many females elect not to take mathematics in high school and college because mathematics is perceived as a male area of study and therefore inappropriate for females. The other two articles—one by Kepner and Koehn, the other by Kuhnke—examined the extent of sex-role stereotyping in elementary mathematics textbooks. In the latter two articles there was a sense that (a) things are changing on their own so we have nothing more to do and (b) once sex-role stereotyping is removed from elementary mathematics texts we will have provided equity for females in the study of mathematics.
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