Book Cover -- Half-Title -- Dedication -- Title -- Copyright -- Contents -- Acknowledgments -- Chapter 1 Introduction: Equity in Mathematics Education -- Understanding Curriculum Reform -- The Early Phases of Gender Reform in Mathematics Education -- Phase One: Womenless Mathematics -- Phase Two: Women in Mathematics -- Phase Three: Women as a Problem in Mathematics -- Gender and Mathematics Education: The State of the Art -- A Transitional Phase -- Phase Four: Women as Central to Mathematics -- Conclusion: Mathematics Reconstructed -- References -- Part 1 Effecting Change -- Chapter 2 Connecting Women with Mathematics -- A Summer Journey -- Why 'An Opportunity for Young Women'? -- SummerMath: Reform within a Feminist Framework -- Staff Preparation -- Classes -- The Residential Community -- Assessment -- Avenues of Connection for Women -- Confirmation of Self in the Learning Community -- Learning in the Believing Mode of Communication and Questioning -- Taking on Challenges with Support -- The Development of Voice -- Becoming a Constructor of Knowledge -- The Journey Home -- The Case for a Single-Sex Mathematics Programme -- Strategies for Change -- Conclusion -- References -- Chapter 3 The METRO Achievement Program: Helping Inner-City Girls Excel -- Introduction -- Description of the Programme -- Mathematics Component -- Evaluation -- Conclusion -- Note -- References -- Chapter 4 Who Wants to Feel Stupid All of the Time? -- Talking Mathematics -- Mathematics Register -- Making Mathematics Relevant -- The Confidence Factor -- Recommendations -- References -- Chapter 5 Assisting Women to Complete Graduate Degrees1 -- Introduction -- Confidence and Preparation, Interacting Factors -- The Social Environment and the 'Critical Mass' -- Financial Support -- Delivery of Instruction -- Conclusion -- Note -- References.

Chapter 6 A National Network of Women: Why, How, and For What? -- Why the Need for a National Network? -- How Are We Organized? -- What Are the Benefits of a Network? -- References -- Chapter 7 Women Do Maths -- Introduction -- 'Maths Without Myths' -- Sample Activities -- Women and Mathematics -- Affectivity in Mathematics Learning -- Demystification of Mathematics -- Conclusion -- References -- Chapter 8 'Girls and Computers': Making Teachers Aware of the Problems -- Introduction -- Causes of Gender Differences -- The Problem -- The 'Girls and Computers' Study Material -- What We Are Hoping to Achieve -- Note -- References -- Chapter 9 Common Threads: Perceptions of Mathematics Education and the Traditional Work of Women -- Introduction -- Two Exhibitions -- Work as a Resource -- Perceptions of Mathematics Education -- 'Common Threads 1' and the English Tour -- 'Common Threads 2' and the Overseas Tour -- Discussion -- References -- Part 2 The Cultural Context -- Chapter 10 Culture, Gender and Mathematics -- Introduction -- Enrolment Disparities -- Developed Countries -- Developing Countries -- Mathematics Performance -- Developed Countries -- Developing Countries and Ethnic Minorities in Developed Countries -- Conclusion -- References -- Chapter 11 Why Hawai'i Girls Outperform Hawai'i Boys: The Influence of Immigration and Peer Culture -- Gender Differences -- The Impact of Immigration -- Female Immigrants May Adapt More Easily than Males -- Immigration May Affect Educational Achievement and Attainment Levels -- Immigration and Educational Achievement -- School Compliance and Native Hawaiian Peer Culture -- Rationales for School Compliance -- Peer Groups and Rationales for School Compliance -- Peer Group Culture and Other Ethnic Groups -- Conclusion -- References -- Chapter 12 Mathematics and New Zealand Maori Girls -- Introduction.

Backgrounds and Attitudes of Maori Students -- Mathematics Performance -- Impact on Further Mathematics -- Conclusion -- References -- Chapter 14 Gender Inequity in Education: A Non-Western Perspective -- Chapter 13 Equal or Different?: Cultural Influences on Learning Mathematics1 -- Introduction -- Social Context -- The Print Media -- The Study -- The Social-Psychological Approach -- Feminist Perspectives -- Results -- Discussion -- Concluding Comments -- Notes -- References -- Chapter 15 Gender and Mathematics: The Singapore Perspective -- Introduction -- Review of the Literature -- Chung (1985) -- Leuar (1985) -- Kaur (1987) -- Ministry of Education (1988) -- Tan (1990) -- Tanzer and Sim (1991) -- Discussion -- Conclusion -- References -- Chapter 16 Gender and Mathematics Education in Papua New Guinea -- Introduction -- Female Enrolment in the Education System -- Social and Cultural Influences -- Mathematics Education -- Working Women -- Learning Mathematics -- Conclusion -- References -- Chapter 17 The French Experience: The Effects of De-Segregation -- Introduction -- The 'Écoles Normales Supérieure' System -- The Move to Coeducation -- The Situation after Coeducation -- Women's 'Écoles Normales Supérieures' -- Conclusion -- Notes -- References -- Chapter 18 The Contribution of Girls-Only Schools to Mathematics and Science Education in Malawi -- Introduction -- Girls-Only Schools and University Selection -- Gender Comparisons of Performance -- Conclusion -- References -- Part 3 Feminist Pedagogy in Mathematics Education -- Chapter 19 Feminism and Strategies for Redressing Gender Imbalance in Mathematics -- Trends within Feminism -- Redressing the Gender Imbalance in Mathematics -- Conclusion -- Notes -- References -- Chapter 20 Women's Ways of Knowing in Mathematics -- Introduction -- Background -- Women's Ways of Knowing.

Teaching and Learning Mathematics -- Questions for Future Research -- Conclusion -- Note -- References -- Chapter 21 Putting Theory into Practice -- Introduction -- Whose Mathematics Are We Teaching? -- How Are We Teaching Mathematics? -- A Mathematics Pedagogy of Possibility -- A Feminist Mathematics Pedagogy in Practice -- Community -- Evaluation of Student Learning -- Conclusion -- Notes -- References -- Chapter 22 Gender Reform through School Mathematics -- Introduction -- Changing Girls, Changing Choices -- Gender-Inclusive School Mathematics -- Towards Non-sexist Curriculum Content -- Being Good at Mathematics -- Towards a Different Conception of Mathematics -- Socially Critical Curriculum in Mathematics -- Conclusion -- Note -- References -- Chapter 23 We Don't Even Want to Play: Classroom Strategies and Curriculum which Benefit Girls -- Introduction -- Gendered Achievement and Order in the Classroom -- Freedom of Choice -- Having Access -- Being the Teacher -- Girls and Competition -- Participation Patterns -- Conclusions -- Note -- References -- Chapter 24 Moving Towards a Feminist Epistemology of Mathematics1 -- Introduction -- Adopting a Cultural View of Mathematics -- Knowing Science and Mathematics -- Being a Mathematician -- The Epistemological Challenge -- Note -- References -- Chapter 25 Mathematics: An Abstracted Discourse -- An Ordered Daily Training… -- …By the Reduction to Mathematics of the Everyday World -- … By the Separation of Mathematics from the Everyday World -- … In the Normality of Heteronomy -- From Heteronomy to Autonomy -- And What Are the Costs? -- References -- Chapter 26 Constraints on Girls' Actions in Mathematics Education -- Introduction -- Three Intervention Strategies -- Improving the Student -- Improving the Environment -- Improving the System -- The Language of Mathematics Education -- Expert-mathematics.

The Restrictions on Pupils' Actions -- The Possibilities of User-Mathematics -- User-Mathematics in Education -- User-Mathematics: A Promise for Girls? -- Examples of User-Mathematics in Education -- Conclusion -- References -- Epilogue -- Chapter 27 Mathematics: Beyond Good and Evil? -- Ability -- Absolutes -- Prediction -- Otherness -- Authority -- Objectivity -- Male Domain -- Peace and War -- Notes -- References -- Notes on Contributors -- Index.