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Women and girls in mathematics—Equity in mathematics education

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Conclusions

What then can be said that is known about sex-related differences in mathematics and factors related to such differences? Certainly, when both females and males study the same amount of mathematics, differences in learning mathematics are minimal and perhaps decreasing. Many fewer females elect to study mathematics and therein lies the problem. Variables which appear to contribute to this non-election are females' lesser confidence in their ability to learn mathematics and their belief that mathematics is not useful to them. In addition, differential teacher treatment of males and females is important. All variables appear to be directly related to the stereotyping of mathematics as a male domain.

There is nothing inherent (Sherman [30]) which keeps females from learning mathematics at the same level as do males. Intervention programs can and must be designed and implemented within schools which will increase females' participation in mathematics. Such programs should include male students, female students and their teachers. Only when such intervention programs become effective can true equity in mathematics education be accomplished.

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  1. University of Wisconsin-Madison, Madison, USA

    Elizabeth Fennema

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  1. Elizabeth Fennema
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Fennema, E. Women and girls in mathematics—Equity in mathematics education. Educ Stud Math 10, 389–401 (1979). https://doi.org/10.1007/BF00417086

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