Preface to “Israeli Jewish and Arab Students’ Gendering of Mathematics”

  • David Mittelberg
  • Helen Forgasz
Part of the Advances in Mathematics Education book series (AME)


The pursuit of equity in educational outcomes, and gender equity in particular, was a driving force of the research reported in the article that follows. The underlying assumption was that social science can elucidate contributing social and cultural variables that, if acted upon, can change the outcome of educational endeavours. In adopting this perspective the alternative view, that educational advantage is largely inherited and therefore closed to innovative change, was rejected.


Mathematics Teacher Gender Stereotyping Teacher Education Institution Educational Advantage Educational Endeavour 
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  1. Mittelberg, D., & Lev-Ari, L. (1999). Confidence in mathematics and its consequences: Gender differences among Israeli Jewish and Arab youth. Gender and Education, 11(1), 75–92. CrossRefGoogle Scholar
  2. Mittelberg, D., & Forgasz, H. (2009). Israeli Jewish and Arab pre-service students’ gendering of mathematics. Research Report No. 69. Research Authority, Oranim Academic College of Education, Tivon, Israel. Google Scholar
  3. Mittelberg, D., Rozner, O., & Forgasz, H. (2011). Mathematics and gender stereotypes in one Jewish and one Druze grade 5 classroom in Israel. Education Research International (online journal). Retrieved from
  4. Nasser, F., & Birenbaum, M. (2005). Modeling mathematics achievement of Jewish and Arab eighth graders in Israel: The effects of learner-related variables. Educational Research and Evaluation, 11(3), 277–302. CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  1. 1.Oranim Academic College of EducationTivonIsrael
  2. 2.Monash UniversityMelbourneAustralia

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