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Author: Elizabeth Fennema Publisher: Teachers College Press ISBN: 9780807730010 Category : Education Languages : en Pages : 214
Book Description
This edited collection describes how the Autonomous Learning Behaviours (ALB) model, formulated by Fennema and Peterson, specifically relates to gender differences in mathematics education, learning and performance. The book provides a background to the debate on gender differences; considers the interactions between internal beliefs and external influences, as well as their effects on learning math; and provides a summary of the latest research relevant to the ALB model. Gender differences in learning mathematics is examined from a variety of perspectives, strengthened by longitudinal studies and a cross-cultural American and Australian perspective..
Author: Elizabeth Fennema Publisher: Teachers College Press ISBN: 9780807730010 Category : Education Languages : en Pages : 214
Book Description
This edited collection describes how the Autonomous Learning Behaviours (ALB) model, formulated by Fennema and Peterson, specifically relates to gender differences in mathematics education, learning and performance. The book provides a background to the debate on gender differences; considers the interactions between internal beliefs and external influences, as well as their effects on learning math; and provides a summary of the latest research relevant to the ALB model. Gender differences in learning mathematics is examined from a variety of perspectives, strengthened by longitudinal studies and a cross-cultural American and Australian perspective..
Author: Ann M. Gallagher Publisher: Cambridge University Press ISBN: 1139443755 Category : Psychology Languages : en Pages : 333
Book Description
Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.
Author: Institute of Medicine Publisher: National Academies Press ISBN: 0309133653 Category : Social Science Languages : en Pages : 347
Book Description
The United States economy relies on the productivity, entrepreneurship, and creativity of its people. To maintain its scientific and engineering leadership amid increasing economic and educational globalization, the United States must aggressively pursue the innovative capacity of all its people—women and men. However, women face barriers to success in every field of science and engineering; obstacles that deprive the country of an important source of talent. Without a transformation of academic institutions to tackle such barriers, the future vitality of the U.S. research base and economy are in jeopardy. Beyond Bias and Barriers explains that eliminating gender bias in academia requires immediate overarching reform, including decisive action by university administrators, professional societies, federal funding agencies and foundations, government agencies, and Congress. If implemented and coordinated across public, private, and government sectors, the recommended actions will help to improve workplace environments for all employees while strengthening the foundations of America's competitiveness.
Author: Judy Green Publisher: American Mathematical Soc. ISBN: 0821843761 Category : Mathematics Languages : en Pages : 349
Book Description
More than 14 percent of the PhD's awarded in the United States during the first four decades of the twentieth century went to women, a proportion not achieved again until the 1980s. This book is the result of a study in which the authors identified all of the American women who earned PhD's in mathematics before 1940, and collected extensive biographical and bibliographical information about each of them. By reconstructing as complete a picture as possible of this group of women, Green and LaDuke reveal insights into the larger scientific and cultural communities in which they lived and worked. The book contains an extended introductory essay, as well as biographical entries for each of the 228 women in the study. The authors examine family backgrounds, education, careers, and other professional activities. They show that there were many more women earning PhD's in mathematics before 1940 than is commonly thought. Extended biographies and bibliographical information are available from the companion website for the book: www.ams.org/bookpages/hmath-34. The material will be of interest to researchers, teachers, and students in mathematics, history of mathematics, history of science, women's studies, and sociology. The data presented about each of the 228 individual members of the group will support additional study and analysis by scholars in a large number of disciplines.
Author: Elizabeth Fennema Publisher: ISBN: Category : Mathematical ability Languages : en Pages : 242
Book Description
Australian edition of a collection, first published in the US in 1990, of nine essays and reports examining gender issues in mathematics and looking at gender equality in mathematics and mathematics education. The editors teach mathematics at the University of Wisconsin and education at Monash University respectively. Indexed.
Author: Olof Steinthorsdottir Publisher: IAP ISBN: 1617350435 Category : Education Languages : en Pages : 467
Book Description
Why a book on gender issues in mathematics in the 21st century? Several factors have influenced the undertaking of this project by the editors. First, an international volume focusing on gender and mathematics has not appeared since publication of papers emerging from the 1996 International Congress on Mathematical Education (Keitel, 1998). Surely it was time for an updated look at this critical area of mathematics education. Second, we have had lively discussion and working groups on gender issues at conferences of the International Group for the Psychology of Mathematics Education [PME] for the past four years, sessions at which stimulating and ground-breaking research has been discussed by participants from many different countries. Some publication seemed essential to share this new knowledge emerging from a wider variety of countries and from different cultural perspectives. Third, some western countries such as Australia and the USA have experienced in recent years a focus on the “boy problem,” with an underlying assumption that issues of females and mathematics have been solved and are no longer worthy of interest. Thus it seemed timely to look more closely at the issue of gender and mathematics internationally. When the idea for this volume first emerged, invitations were issued to those regularly attending the working and discussion groups at PME. Potential authors were charged to focus on gender issues in mathematics and were given wide scope to hone in on the issues that were central to their own research efforts, or were in receipt or in need of close attention in their own national or regional contexts.
Author: Helen Forgasz Publisher: Springer Science & Business Media ISBN: 3642277020 Category : Education Languages : en Pages : 587
Book Description
This volume gathers together twenty major chapters that tackle a variety of issues associated with equity in mathematics education along the dimensions of gender, culture, curriculum diversity, and matters of a biological nature. The pursuit of equity in mathematics education is an important concern in the history of the present. Since there is no doubt about the significant role of mathematics in almost every aspect of life, it means that all individuals regardless of sex, in any age range, and in whatever context need to be provided with an opportunity to become mathematically able. The publication of this Springer volume on equity in mathematics education is situated at a time when there is strong and sustained research evidence indicating the persistence of an equity gap in mathematics, which has now enabled the mathematics education community to engage in a discourse of access for all. The research studies that are reported and discussed in the volume have been drawn from an international group of distinguished scholars whose impressive, forward-looking, and thought-provoking perspectives on relevant issues incite, broaden, and expand complicated conversations on how we might effectively achieve equity in mathematics education at the local, institutional, and systemic levels. Further, the up-to-date research knowledge in the field that is reflected in this volume provides conceptual and practical outlines for mechanisms of change, including models, examples, and usable theories that can inform the development of powerful equitable practices and the mobilization of meaningful equity interventions in different contexts of mathematics education.
Author: UNESCO Publisher: UNESCO Publishing ISBN: 9231002333 Category : Languages : en Pages : 82
Book Description
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Author: National Research Council Publisher: National Academies Press ISBN: 030915586X Category : Social Science Languages : en Pages : 384
Book Description
Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this congressionally mandated book is based on two unique surveys of faculty and departments at major U.S. research universities in six fields: biology, chemistry, civil engineering, electrical engineering, mathematics, and physics. A departmental survey collected information on departmental policies, recent tenure and promotion cases, and recent hires in almost 500 departments. A faculty survey gathered information from a stratified, random sample of about 1,800 faculty on demographic characteristics, employment experiences, the allocation of institutional resources such as laboratory space, professional activities, and scholarly productivity. This book paints a timely picture of the status of female faculty at top universities, clarifies whether male and female faculty have similar opportunities to advance and succeed in academia, challenges some commonly held views, and poses several questions still in need of answers. This book will be of special interest to university administrators and faculty, graduate students, policy makers, professional and academic societies, federal funding agencies, and others concerned with the vitality of the U.S. research base and economy.
Author: Elizabeth Fennema
Author: Elizabeth Fennema
Author: Elizabeth J. P. Fraser
Author: Ann M. Gallagher
Author: Institute of Medicine
Author: Judy Green
Author: Elizabeth Fennema
Author: Olof Steinthorsdottir
Author: Helen Forgasz
Author: UNESCO
Author: National Research Council