Many critics claim that single- gender classrooms are not fair to all of the students. The author once heard in a lecture that “fair” does not always mean that everyone gets the same, but everyone gets what he or she needs. Perhaps girls need a single-gender math class in order to make sure they receive the mathematics foundation they will need later in life.
The author does, however, have some reservations about implementing a single-gender math classroom. As stated earlier in chapter three, much research has pointed to the idea that even in single-gender classrooms, there seems to be the potential for bias that favors boys. In no way would the researcher want to have a classroom that would perpetuate a gender bias and only contribute to a mathematics gender divide. The purpose of this study was to identify how girls would best learn math. Although this project did not examine the impact a single-gender classroom had upon boys, the author does feel that this is indeed important and encourages more research to be done in this area.