Abstract
The Fennema-Sherman Mathematics Attitude Scales (MAS) have been used extensively in research on gender differences in learning outcomes. The MAS comprise 9 scales measuring attitudes related to learning, including Mathematics as a Male Domain. The construct mathematics as a male domain remains a critical variable in explorations of the continued disadvantage experienced by females in the field of mathematics. We present recent research evidence that indicates that several items in the Mathematics as a Male Domain scale of the MAS
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