| PRINTED PUBLICATIONS |
Mathematics PublicationsAmbrose, R., Levi, L., & Fennema, E. (1997). The complexity of teaching for gender equity. In J. Trentacosta (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (pp. 236-242). Reston, VA: National Council of Teachers of Mathematics. Armstrong, J. M. (1981). Achievement and participation of women in mathematics: Results of two national surveys. Journal for Research in Mathematics Education, 12 (5), 356-372. Armstrong, J. M., & Price, R. A. (1982). Correlates and predictors of women's mathematics participation. Journal for Research in Mathematics Education, 13 (2), 99-109. Atweh, B., & Cooper, T. (1995). The construction of gender, social class and mathematics in the classroom. Educational Studies in Mathematics, 28 (3), 293-310. Ayers-Nachamkin, B. (1992). A feminist approach to introductory statistics course. Women's Studies Quarterly, 20 (1-2), 86-89. Barnes, M. (1996). Gender and mathematics: Shifting the focus. Focus on Learning Problems in Mathematics, 18 (1-3), 88-96. Barnes, M. S. (1995). Development and evaluation of a gender inclusive calculus course. In B. Grevholm & G. Hanna (Eds.), Gender and mathematics education (pp. 71-88). Lund: Lund University Press. Becker, J. R. (1981). Differential treatment of females and males in mathematics classes. Journal for Research in Mathematics Education, 12 (1), 40-53. Becker, J. R. (1984). The pursuit of graduate education in mathematics: Factors that influence women and men. Journal of Educational Equity, 4,(1), 39-53. Becker, J. R. (1987). Sex equity intervention programs which work. School Science and Mathematics, 87 (3), 223-232. Becker, J. R. (1996). Research on gender & mathematics: One feminist perspective. Focus on Learning Problems in Mathematics, 18 (1-3), 19-25. Becker, J. R., & Jacobs, J. E. (1983). Sex: Is it an issue in mathematics? Educational Horizons, 61 (2), 60-67. Benbow, C. P. (1988). Sex difference in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes. Behavioral and Brain Sciences, 11 (2), 169-183. Benbow, C. P., & Stanley, J. C. (1980). Sex differences in mathematical reasoning ability: Fact or artifact? Science, 210 (4475), 1262-1264. Benbow, C. P., & Stanley, J. C. (1983). Sex differences in mathematical reasoning ability: More facts. Science, 222 (4627), 1029-1031. Buerk, D. (1985). The voices of women making meaning in mathematics. Journal of Education, 167 (3), 59-70. Burton, L. (1988). Girls into math can go. London: Holt, Rinehart, and Winston. Burton, L. (1990). Gender and mathematics: An international perspective. London: Cassell. Burton, L. (1995). Moving towards a feminist epistemology of mathematics. Educational Studies In Mathematics, 28 (3), 275-291. Burton, L. (1996). Assessment of mathematics - What is the agenda? In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes, and prior knowledge (pp. 31-61). Boston: Kluwer. Burton, N. (1996). Have changes in the SAT affected women's mathematics performance? Educational Measurement: Issues and Practice, 15 (4), 5-9. Campbell, P. B. (1995). Redefining the "girl problem in mathematics". In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 225-241). Cambridge: University of Cambridge. Campbell, P. B., & Langrall, C. (1993). Research into practice: Making equity a reality in classrooms. The Arithmetic Teacher, 41 (2), 110-113. Carr, M. (1996). Motivation in mathematics. Cresskill, NJ: Hampton. Education Development Center. (1995). Gender-fair math. Newton, MA: WEEA. Cheung, K. C. (1989). Gender differences in the junior secondary (grade seven) mathematics curriculum in Hong Kong. Educational Studies in Mathematics, 20 (1), 97-103. Chipman, S. F., Brush, L. R., & Wilson, D. M. (1985). Women and mathematics: Balancing the equation. Hillsdale, NJ: Lawrence Erlbaum. Clewell, B. C., Anderson, B. T., & Thorpe, M. E. (1992). Breaking the barriers: Helping female and minority students succeed in mathematics and science. San Francisco: Jossey-Bass. Cooney, M. (1996). Celebrating women in mathematics and science. Reston, VA: National Council of Teachers of Mathematics. Damarin, S. K. (1990). Teaching mathematics: A feminist perspective. In C. R. Hirsch (Ed.), Teaching and learning mathematics in the 1990's. (pp. 144-151). Reston, VA: National Council of Teachers of Mathematics. Damarin, S. K. (1995). Gender and mathematics from a feminist standpoint. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education. (pp. 242-257). Cambridge: Cambridge University Press. Davis, C.-S. (1996). The equity equation: Fostering the advancement of women in the sciences, mathematics, and engineering. San Francisco: Jossey-Bass. Downie, D., Slesnick, T., & Stenmark, J. K. (1981). Math for girls and other problem solvers. Berkeley, CA: EQUALS. Ethington, C. A. (1992). Gender differences in a psychological model of mathematics achievement. Journal for Research in Mathematics Education, 23 (2), 166-181. Fennema, E. (1977). Sex-related differences in mathematics achievement: Myths, realities and related factors. Washington, D.C.: National Institute of Education. Fennema, E. (1981). Increasing women's participation in mathematics: An intervention study. Journal for Research in Mathematics Education, 12 (1), 3-14. Fennema, E. (1990). Teachers' beliefs and gender differences in mathematics. In E. Fennema & G. Leder (Eds.), Mathematics and gender (pp. 169-187). New York: Teachers College Press. Fennema, E., & Ayer, M. J. (1984). Women and education: Equity or equality? Berkeley, CA: McCutchan. Fennema, E., & Hart, L. E. (1994). Gender and the Journal For Research In Mathematics Education. Journal for Research in Mathematics Education, 25 (6), 648-659. Fennema, E., & Leder, G. (1990). Mathematics and gender. New York: Teachers College Press. Fennema, E., & Meyer, M. R. (1989). Gender, equity, and mathematics. In W. Secada (Eds.), Equity in education (pp. 146-57). London: Falmer. Fennema, E., & Peterson, P. L. (1986). Teacher-student interactions and sex-related differences in learning mathematics. Teaching and Teacher Education, 2 (1), 19-42. Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C. A. (1990). Teachers' attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21 (1), 55-69. Fennema, E., & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization, and sociocultural factors. American Educational Research Journal, 14 (1), 51-71. Fennema, E. H., & Sherman, J. A. (1978). Sex-Related differences in mathematics achievement and related factors: A further study. Journal for Research in Mathematics Education, 9 (3), 189-203. Flansbury, S. (1991). Girls and math: Enough is known for action. Newton, MA: Educational Development Center. Franklin, M. (1990). Add-ventures for girls: Building math confidence. Newton, MA: WEEA. Genshaft, J., & Naglieri, J. (1987). A mindset for math: Techniques for identifying and working with math-anxious girls. Newton, MA: WEEA. Gore, D. A., & Roumagoux, D. V. (1983). Wait time as a variable in sex-related differences during fourth-grade mathematics instruction. Journal of Educational Research, 76 (5), 77-80. Grieb, H., & Easley, J. (1984). A primary school impediment to mathematical equity: Case studies in role-dependent socialization. In M. Steincamp & M. L. Maehr (Eds.), Women in science, Vol. 2: Advances in motivation and achievement (pp. 317-362). Greenwich, CT: JAI. Gwizdala, J., & Steinback, M. (1990). High school females' mathematics attitudes: An interim report. School Science and Mathematics, 90 (3), 215-222. Hall, C. W., & Hoff, C. (1988). Gender differences in mathematical performance. Educational Studies in Mathematics, 19 (3), 395-401. Hallinan, M. T., & Sorensen, A. B. (1987). Ability grouping and sex differences in mathematics achievement. Sociology of Education, 60 (2), 63-72. Hanna, G. (1996). Towards gender equity in mathematics education. Dordrecht: Kluwer. Harris, M. (1987). An example of traditional women's work as a mathematics resource. For the Learning of Mathematics, 7 (3), 26-28. Hart, L., & Allexsaht-Snider, M. (1996). Sociocultural and motivational contexts of mathematics learning for diverse students. In M. Carr (Ed.), Motivation in mathematics (pp. 1-23). Cresskill, NJ: Hampton. Hart, L. E. (1989). Classroom processes, sex of student, and confidence in learning mathematics. Journal for Research in Mathematics Education, 20 (3), 242-260. Heller, K. A., & Eccles, J. (1981).
Sex differences in teachers' evaluative feedback and students' expectancies
for success in mathematics. Child Development, 52 (3), 1015-1019. Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly, 14 (3), 299-324. Jacobs, J. E., & Becker, J. R. (1997). Creating a gender-equitable multicultural classroom usng feminist pedagogy. In J. Trentacosta (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (pp. 107-114). Reston, VA: National Council of Teachers of Mathematics. Jacobs, J. E., & Eccles, J. S. (1985). Gender differences in math ability: The impact of media reports on parents. Educational Researcher, 14 (3), 20-24. Jungwirth, H. (1991). Interaction and gender: Findings of a microethnographical approach to classroom discourse. Educational Studies in Mathematics, 22 263-284. Jungwirth, H. (1993). Reflections on the foundations of research on women and mathematics. In S. Restivo, J. P. Van Bendegem, & R. Fischer (Eds.), Math worlds: Philosophical and social studies of mathematics and mathematics education (pp. 134-149). New York: State University of New York Press. Jungwirth, H. (1996). symbolic interactionism and ethnomethodology as a theoretical framework for the research on gender and mathematics. In G. Hanna (Eds.), Towards gender equity in mathematics education Boston: Kluwer. Kelly, S. (1994). Educating women for success in science & mathematics. Columbia: Division of Women's Studies University of South Carolina. Kessel, C., & Linn, M. C. (1996). Grades or scores: Predicting future college mathematics performance. Educational Measurement: Issues and Practice, 15 (4), 10-14. Kimball, M. (1989). A new perspective on women's math achievement. Psychological Bulletin, 105 (2), 198-214. Kloosterman, P. (1990). Attributions, performance following failure, and motivation in mathematics. In E. Fennema & G. C. Leder (Eds.), Mathematics and gender (pp. 96-127). New York: Teachers College Pres. Koehler, M. S. (1990). Classrooms, teachers, and gender differences in mathematics. In E. Fennema & G. C. Leder (Eds.), Mathematics and gender (pp. 128-148). New York: Teachers College Pres. Koontz, T. (1997). Know thyself: The evolution of an intervention gender-equity program. In J. Trentacosta (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (pp. 186-194). Reston, VA: National Council of Teachers of Mathematics. Kwiatkowski, E., Dammer, R., Mills, J., & Jih, C. (1993). Gender differences in attitudes toward mathematics among undergraduate college students: The role of environmental variables. Perceptual and Motor Skills, 77 (1), 79-82. Lane, S., Wang, N., & Magone, M. (1996). Gender-related differential item functioning on a middle-school mathematics performance assessment. Educational Measurement: Issues and Practice, 15 (4), 21-27. Leder, G. C. (1982). Mathematics achievement and fear of success. Journal for Research in Mathematics Education, 13 (2), 124-135. Leder, G. C. (1987). Teacher student interaction: A case study. Educational Studies In Mathematics, 18 (3), 255-271. Leder, G. C. (1990). Gender differences in mathematics: An overview. In E. Fennema & G. C. Leder (Eds.), Mathematics and gender (pp. 10-26). New York: Teachers College Press. Leder, G. C. (1992). Mathematics and gender: Changing perspectives. In D. A. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp. 597-622). New York: Macmillan. Leder, G. C. (1995). Equity inside the mathematics classroom: Fact or artifact? In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 209-224). New York: Cambridge University Press. Linn, M., & Kessel, C. (1996). Success in mathematics: Increasing talent and gender diversity in college majors. In J. Kaput, A. Schoenfeld, & E. Dubinsky (Eds.), Research in collegiate mathematics education . Providence, RI: American Mathematical Society/Mathematical Association of America. Mathematical Association of America. (1996). She does math! Real-life problems from women on the job. Washington, DC: Author. Meyer, M. R. (1989). Gender differences in mathematics. In M. M. Lindquist (Eds.), Results from the fourth mathematics assessment of the National Assessment of Educational Progress (pp. 149-159). Reston, VA: National Council of Teachers of Mathematics. Meyer, M. R., & Koehler, M. S. (1990). Internal influences on gender differences in mathematics. In E. Fennema & G. C. Leder (Eds.), Mathematics and gender (pp. 60-95). New York: Teachers College Press. Meyer, M., & Fennema, E. (Ed.). (1988). Girls, boys and mathematics. Boston: Allyn and Bacon. Nibbelink, W. H. (1986). Sex-role assignments in elementary school mathematics textbooks. Arithmetic Teacher, 34 (2), 19-21. Noddings, N. (1993). Politicizing the mathematics classroom. In S. Restivo, J. P. Van Bendegem, & R. Fischer (Eds.), Math worlds: Philosophical and social studies of mathematics and mathematics education (pp. 150-161). New York: State University of New York Press. Parker, M. (1995). She does math! Real-life problems from women on the job. Washington, DC: Mathematical Association of America. Pedro, J. D., Wolleat, P., Fennema, E., & Becker, A. D. (1981). Election of high school mathematics by males and females: Attributions and attitudes. AERJ, 18 (2), 207-218. Perl, T. (1978). Math equals: Biographies of women mathematicians and related activities. Menlo Park, CA: Addison-Wesley. Perl, T. (1993). Women and numbers: Lives of women mathematicians plus discovery activities. San Carlos, CA: Wide World/Tetra. Perl, T. H., & Manning, J. M. (1982). Women, numbers and dreams. Biographical sketches and math activities. Santa Rosa, CA: National Women's History Project. Pollina, A. (1995). Gender balance: Lessons from girls in science and mathematics. Educational Leadership, 53 (1), 30-33. Raymond, C. L., & Benbow, C. P. (1986). Gender differences in mathematics: A function of parental support and student sex typing? Developmental Psychology, 22 (6), 809-819. Reyes, L. H., & Stanic, G. M. A. (1988). Race, sex, socioeconomic status, and mathematics. Journal Research in Mathematics Education, 19 (1), 26-43. Rogers, P., & Kaiser, G. (1995). Equity in mathematics education: Influences of feminism and culture. Washington, DC: Falmer. Rosser, S. V. (1995). Teaching the majority: breaking the gender barrier in science, mathematics, and engineering. New York: Teacher College Press. Rosser, S. V., & Kelly, B. (1994). From hostile exclusion to friendly inclusion: University of South Carolina system model project for the transformation of science and math teaching to reach women in varied campus settings. Journal of Women and Minorities in Science and Engineering, 1(1), 29-44. Rudisill, E. M., & Morrison, L. J. (1989). Sex differences in mathematics achievement: An emerging case for physiological factors. School Science and Mathematics, 89 (7), 571-577. Ryan, K. E., & Fan, M. (1996). Examining gender DIF on a multiple-choice test of mathematics: A confirmatory approach. Educational Measurement: Issues and Practice, 15 (4), 15-20. Sayers, R. (1994). Gender differences in mathematics education in Zambia. Educational Studies in Mathematics, 26 (4), 389-403. Secada, W. G., Fennema, E., & Adajian, L. B. (1995). New directions in equity in mathematics education. New York, NY: Cambridge University Press. Seegers, G., & Boekaerts, M. (1996). Gender-related differences in self-referenced cognitions in relation to mathematics. Journal for Research in Mathematics Education, 27 (2), 215-240. Seymour, E. (1995). The loss of women from science, mathematics, and engineering undergraduate majors: An explanatory account. Science Education, 79 (4), 437-473. Sherman, J. A., & Fennema, E. (1978). Distribution of spatial visualization and mathematical problem solving scores: A test of Stafford's X-linked hypotheses. Psychology of Women Quarterly, 3 (2), 152-67. Skolnick, J., Langbort, C., & Day, L. (1982). How to encourage girls in math and science: Strategies for parents and educators. New Jersey: Prentice-Hall. Smith, R. W. (1995). Schooling and the formation of male students' gender identities. Theory and Research in Social Education, 24 (1), 54-70. Stage, F. K., & Maple, S. A. (1996). Incompatible goals: Narratives of graduate women in the mathematics pipeline. American Educational Research Journal, 33 (1), 23-51. Stones, I. (1982). Sex-related differences in mathematical competencies of pre-calculus college students. School Science and Mathematics, 82 (4), 295-299. Streitmatter, J. (1994). Toward gender equity in the classroom: Everyday teachers' beliefs and practices. Albany, NY: State University of New York Press. Taole, J. K. (1995). Gender interaction in mathematics classrooms: Reflection and transformations. Educational Studies in Mathematics, 28 (3), 263. Tartre, L. A., & Fennema, E. (1995). Mathematics achievement and gender: A longitudinal study of selected cognitive and affective variables. Educational Studies In Mathematics, 28 (3), 199-217. Tartre, L. A., & Fennema, E. (1995). Mathematics achievement and gender: A longitudinal study of selected cognitive and affective variables grades 6-12. Educational Studies in Mathematics, 28 (3), 199-217. Taylor, L. (1990). American female and male university professors ' mathematical life histories and attitudes. London: Cassell. Taylor, L., & Garofalo, J. (1989). Attributions, autonomy and mathematical performance. Research and Teaching in Developmental Education., 6 (1), 57-62. Terwilliger, J. S., & Titus, J. C. (1995). Gender differences in attitudes and attitude changes among mathematically talented youth. Gifted Child Quarterly, 39 (1), 29-35. Trentacosta, J. (1997). Multicultural and gender equity in the mathematics classroom: The gift of diversity. Reston, VA: National Council of Teachers of Mathematics. Turner, P. (1995). An overview of feminist perspectives as they relate to science and mathematics education. The Mathematics Educator, 6 (1), 3-7. Walden, R., & Walkerdine, V. (1982). Girls and mathematics: The early years: A review of literature and an account of original research. London: Institute of Education, University of London. Wick, C. A., & Kenschaft, P. C. (1997). Microinequity skits: Generating conversation about gender issues. In J. Trentacosta (Eds.), Multicultural and gender equity in the mathematics classroom: The gift of diversity (pp. 209-213). Reston, VA: National Council of Teachers of Mathematics. Willis, S. (1989). 'Real girls don't do maths': Gender and the construction of privilege. Geelong, Victoria: Deakin University Press. Wolleat, P. L., Pedro, J. D., Becker, A. D., & Fennema, E. (1980). Sex differences in high school students' causal attributions of performance in mathematics. Journal For Research In Mathematics Education, 11 (5), 356-366. |