Journal of Advances in Education Research
Women Learning Mathematics: A Qualitative Study
Download PDF (201 KB) PP. 19 - 26 Pub. Date: February 21, 2017
Author(s)
- Betsy J. Bannier*
Departments of Chemistry and Mathematics, Lake Region State College, Devils Lake, North Dakota, United States
Abstract
Keywords
References
[1] J. Banks (2006), “Democracy, diversity, and social justice: Educating citizens for the public interest in a global age,” In G. Ladson-Billings and W. Tate, Eds., Education research in the public interest: Social justice, action,and policy. Teachers College Press.
[2] C. Brew (2001) “Implications for women and children when mothers return to study mathematics,” In M. J.Schmitt and K. Safford-Ramus, Comps., Adults Learning Mathematics-7: A conversation between researchers and practitioners. Harvard University.
[3] P. Bryant and T. Nunes, Eds. (2016), Learning and teaching mathematics: An international perspective. Psychology Press.
[4] J. Carper (2000), Your miracle brain. HarperCollins.
[5] M. Cseh, K. E. Watkins, and V. J. Marsick (1999), “Re-conceptualizing Marsick and Watkins' Model of Informal and Incidental Learning in the Workplace," In K. P. Kuchinke, Ed., Proceedings, Academy of Human Resource Development Conference, Volume I. Academy of Human Resource Development.
[6] A. Damasio (1999), The feeling of what happens: Body and emotion in the making of consciousness. Harcourt Brace.
[7] D. E. Drew (2015), STEM the tide: Reforming science, technology, engineering, and math education in America. JHU Press.
[8] B. S. Edwards, E. Dubinsky, and M. A. McDonald (2005), “Advanced mathematical thinking,” Mathematical thinking and learning, vol. 7, no. 1, pp. 15-25.
[9] P. Ernest (2016), “Values and mathematics: Overt and covert,” Culture and dialogue, vol. 4, no. 1, pp. 48-82.
[10] D. Gillborn, (2006), “Public interest and the interests of white people are not the same: Assessment, education policy, and racism,” In G. Ladson-Billings and W. Tate, Eds., Education research in the public interest: Social justice, action, and policy. Teachers College Press.
[11] A. Herzig (2002), “Talking the talk: Graduate women in the disciplinary culture of mathematics,” Paper presented at the Annual Meeting of the American Educational Research Association. ERIC Document Reproduction Service Number ED466633
[12] A. Herzig (2002), “Talking the talk: Graduate women in the disciplinary culture of mathematics,” Paper presented at the Annual Meeting of the American Educational Research Association. ERIC Document Reproduction Service Number ED466633
[13] L. Hill (2001), “The brain and consciousness: Sources of information for understanding adult learning,” In S.Merriam, Ed., The new update on adult learning theory. Jossey-Bass.
[14] M. Huberman and M. B. Miles (1994), Qualitative data analysis: An expanded sourcebook. Sage Publications.
[15] B. R. Jansen, E. A. Schmitz, and H. L. van der Maas (2016), “Affective and motivational factors mediate the relation between math skills and use of math in everyday life,” Frontiers in psychology, vol. 7.
[16] B. Jaworski (2015), “Intersubjectivity in mathematics teaching: Meaning-making from constructivist and/or sociocultural perspectives?” In Shifts in the field of mathematics education. Springer Singapore.
[17] S. Keith (1988), “Women and communication in mathematics: One woman's viewpoint,” Paper presented at the Annual Meeting of the National Women's Studies Association. ERIC Document Reproduction Service Number ED298583
[18] A. M. Lui and S. M. Bonner (2016), “Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics,” Teaching and Teacher Education, vol. 56, pp. 1-13.
[19] V. Marsick and K. Watkins (2001), “Informal and incidental learning,” In S. Merriam, Ed., The new update on adult learning theory. Jossey-Bass.
[20] S. Merriam (2001), “Andragogy and self‐directed learning: Pillars of adult learning theory,” New directions for adult and continuing education, vol. 89, pp. 3-14.
[21] P. Nesher (2015), “On the diversity and multiplicity of theories in mathematics education,” Pursuing excellence in mathematics education. Springer International Publishing.
[22] O. L. Ng (2016), “Comparing calculus communication across static and dynamic environments using a multimodal approach,” Digital experiences in mathematics education.
[23] V. Postelnicu and F. Postelnicu (2015, February), “College students' understanding of parameters in algebra,” In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education.
[24] A. H. Quintero and H. Rosario (2016), Math Makes Sense!: A Constructivist Approach to the Teaching and Learning of Mathematics. World Scientific.
[25] A. Rubin and E. R. Babbie (2016), Empowerment Series: Research Methods for Social Work. Cengage Learning.
[26] A. Simpson (2015), Kaleidoscopic View of Voices Shaping Female and Male Adolescents' Dynamic Mathematics Identity within Single-Sex and Coeducational Environments. Clemson University. Available: http://tigerprints.clemson.edu /all_dissertations/1532/