CHAPTER I: Introduction
There is much discussion in today’s schools concerning student achievement in
mathematics. One specific area is the apparent gender gap between boys and girls in the
area of mathematics. Most researchers agree that there is a gap; however, the debate
wages on as to the degree of the gender gap and how much it is really narrowing. Some
believe that girls have made great strides in the area of mathematics, have caught up with
boys, and have caused the gap to narrow considerably, perhaps even closed it. Others
believe that the gap still exists and is stronger than ever. Those who hold this view also
feel that much must be done to ensure an equal education in mathematics between boys
and girls at all grade levels.
There is also much debate as to what causes this gender divide and what should
be done to eliminate it. Some researchers have claimed that unequal classroom
instruction and biased instructors have caused this gap. Others blame society and the
media for perpetuating ge nder stereotypes that encourage boys to excel in mathematics.
Some take this idea further and identify the social pressures that young women feel in
junior high and high school as the restricting force that prevents females from excelling
in math. This debate over the root of the problem leads to a debate as to the solution of
the possible gender divide in mathematics. Many feel that simply changing classroom
instruction and providing positive female role models will encourage females in
mathematics. Some feel that more direct instruction for faculty members and
administrators as to how to combat gender inequity within the classroom is necessary in
order to narrow the gap. Still others take a more drastic step and feel that single-gender
math classes are the answer and will allow female students to excel and diminish the
divide.