In Conclusion
Research has provided rich documentation of and knowledge about variables that are related to gender and mathematics, and moderate change in what has happened to females within mathematics education has occurred partly because of this scholarship. We need to continue research that documents the status of gender differences as they exist. However, research, as we know it, must be supplemented with new types of scholarship focussed on new questions and carried out with new methodologies. Such scholarship will help in the identification of important emphases for further new research; it will also ensure that women’s voices will become a major part of all educational scholarship.
While I have chosen to focus this paper on research as I perceive it, there have been other forces at work during the same time that our research knowledge has been accumulating. Many innovative interventions have been developed, based on the intuitive knowledge of concerned individuals. Mathematicians, educators, teachers, and parents have become aware of the issues related to gender and mathematics. We have come a long way. But we have a long way to go to accomplish equity in mathematics education.
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Fennema, E. (1996). Mathematics, Gender, and Research. In: Hanna, G. (eds) Towards Gender Equity in Mathematics Education. New ICMI Study Series, vol 3. Springer, Dordrecht. https://doi.org/10.1007/0-306-47205-8_2
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