Abstract
Research and community interests in gender differences in achievement and participation in mathematics burgeoned in the 1970s. Two broad and consistent findings were given particular prominence. First, that there was much overlap in the performance of females and males; consistent between-gender differences were invariably dwarfed by much larger within-group differences. Second, students who opted out of post compulsory mathematics courses typically restricted their longer term educational and career opportunities. Many courses and employment fields included, and continue to include, specified levels of mathematics attainment among their entry requirements, whether or not these levels are actually pertinent for such work.
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Leder, G.C. (2010). Commentary 1 on Feminist Pedagogy and Mathematics. In: Sriraman, B., English, L. (eds) Theories of Mathematics Education. Advances in Mathematics Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-00742-2_42
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