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Anderson, Dawn Leigh – Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 2005
Mathematics, as it is currently and widely taught, is not equally accessible to girls and boys and this appears to relate to preferences of pedagogy. Boaler contends that the traditional way that mathematics is taught enhances boys learning experiences in mathematics and hinders those of girls. She argues that a progressive pedagogy in mathematics…
Descriptors: Females, Gender Differences, Teaching Methods, Educational Attitudes