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Book Review: Mathematics and Gender

Book Review: Mathematics and Gender Australian Journal of Education Mathematics and Gender Edited by Elizabeth Fennema and Gilah C. Leder New York: Teachers College Press, Columbia University, 1990. 214pp. US$36.95 hb. $17.95 pb. ISBN 0-8077-3002-5 'A basic belief underlying this book is that there should bejustice for females and males in mathematics education' (p.l). This theme is developed in the first chapter in the light of 20 years of research into gender differences on variables associated with the learning of mathematics. The rest of the book then describes recent research studies which have sought to add to the understanding of these differences. Unfortunately few differences actually appear for the hypothesised causes studied. Hence the summary discussions become more and more com­ plex hypotheses which are left to the next round of research projects to test. This is, however, always the risk in educational research where so many factors are known to contribute to performance outcomes. What comes through clearly is the complex nature of the non-cognitive factors which affect the learning of mathematics. The research projects emanated from the Wisconsin school, headed for many years by Fennema, and from work done by Leder in Victoria. The descriptions of the variables used for study are http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Mathematics and Gender

Watson, Jane M.
Australian Journal of Education , Volume 35 (3): 2 – Nov 1, 1991
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References (2)

Publisher
SAGE
Copyright
© 1991 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419103500313
Publisher site
See Article on Publisher Site

Abstract

Australian Journal of Education Mathematics and Gender Edited by Elizabeth Fennema and Gilah C. Leder New York: Teachers College Press, Columbia University, 1990. 214pp. US$36.95 hb. $17.95 pb. ISBN 0-8077-3002-5 'A basic belief underlying this book is that there should bejustice for females and males in mathematics education' (p.l). This theme is developed in the first chapter in the light of 20 years of research into gender differences on variables associated with the learning of mathematics. The rest of the book then describes recent research studies which have sought to add to the understanding of these differences. Unfortunately few differences actually appear for the hypothesised causes studied. Hence the summary discussions become more and more com­ plex hypotheses which are left to the next round of research projects to test. This is, however, always the risk in educational research where so many factors are known to contribute to performance outcomes. What comes through clearly is the complex nature of the non-cognitive factors which affect the learning of mathematics. The research projects emanated from the Wisconsin school, headed for many years by Fennema, and from work done by Leder in Victoria. The descriptions of the variables used for study are

Journal

Australian Journal of Education – SAGE

Published: Nov 1, 1991

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