WorldCat Identities

Fennema, Elizabeth

Overview
Works: 59 works in 207 publications in 2 languages and 7,167 library holdings
Genres: Conference papers and proceedings  Handbooks and manuals  Abstracts 
Roles: Editor, Author, Other, Redactor
Classifications: QA13, 510.7
Publication Timeline
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Most widely held works by Elizabeth Fennema
Mathematics and gender by Elizabeth Fennema( Book )

13 editions published between 1990 and 1993 in English and held by 1,092 WorldCat member libraries worldwide

This book reports on various studies that have increased our understanding of why females and males learn different kinds and amounts of mathematics. In particular, this book explicates the Autonomous Learning Behavior model, proposed by Fennema and Peterson, which is a possible explanation of the development of gender differences in mathematics. This model suggests that gender differences in mathematics are caused by females' lowered participation in autonomous learning behaviors which both require and develop one's ability to work independently in high-cognitive-level activities. Chapters are: (1) "Justice, Equity, and Mathematics Education" (E. Fennema); (2) "Gender Differences in Mathematics: An Overview" (G. C. Leder); (3) "Spatial Skills, Gender, and Mathematics" (L. A. Tartre); (4) "Internal Influences on Gender Differences in Mathematics" (M. R. Meyer and M. Schatz Koehler); (5) "Attributions, Performance Following Failure, and Motivation in Mathematics" (P. Kloosterman); (6) "Classrooms, Teachers, and Gender Differences in Mathematics" (M. Schatz Koehler); (7) "Teacher/Student Interactions in the Mathematics Classroom: a Different Perspective" (G. C. Leder); (8) "Teachers' Beliefs and Gender Differences in Mathematics" (E. Fennema); and (9) "General Differences in Mathematics: a Synthesis" (G. C. Leder and E. Fennema). (Mka)
New directions for equity in mathematics education( Book )

8 editions published between 1995 and 2003 in English and held by 528 WorldCat member libraries worldwide

The issue of how to provide equitable schooling for ethnic and linguistic minorities has come to the forefront of education. Walter Secada has brought together researchers to examine equity from the standpoint of mathematics education, an appropriate forum for the topic, since the results are quantifiable and the disparity in performance is stark. This text first addresses broad cultural issues, such as how social class and our notion of merit enter into education. The second section of the book analyzes gender issues in maths learning, and the third and final section looks at language and mathematics
Women and education : equity or equality? by Elizabeth Fennema( Book )

6 editions published in 1984 in English and held by 508 WorldCat member libraries worldwide

Suitable for use in postsecondary courses in women's studies, curriculum theory, educational policy, or introductory educational administration, this book presents current scholarship on educational goals for women as well as the role and position of women in education. Twelve essays are presented in separate chapters. Chapter 1, an introduction to conceptual approaches, offers 4 theoretical models for considering the position of women in the educational process: pluralism, assimilation, deficit (the assumption that deficits in cognitive areas are sex-related), and social justice. Chapter 2 contains a brief re-examination of the history of American education from a feminist perspective. Chapter 3 compares the careers and life satisfactions of gifted women and gifted men as revealed in Lewis Terman's 50-year longitudinal study of gifted individuals. The impact of biological factors on males' and females' differential achievement of educational goals is discussed in chapter 4. Chapter 5 explores the learning behaviors of elementary age girls and boys. Where and why sex-related differences exist in mathematics are discussed in chapter 6. Women's studies in the secondary school curriculum is examined in chapter 7. The application of career theories to the career development of adolescent and young women is the topic of chapter 8. Chapter 9 presents changing patterns and continuing inequities in the education of minority women while chapter 10 presents the continuing inequities facing women in higher education. The final two chapters outline a methodology for improving the discipline of women's studies and offer a definition and brief history of women's studies as a discipline. (Lp)
Mathematics education research : implications for the 80's by Elizabeth Fennema( Book )

8 editions published in 1981 in English and Undetermined and held by 460 WorldCat member libraries worldwide

This research-oriented document is designed to give teachers insights into many of the causes of instructional problems in mathematics and to enable teachers to plan instruction which will be more responsive to identified needs. Individual chapter authors synthesize mathematics research findings, which provide three functions: (1) to describe what has been; (2) to find out what exists; and (3) to find out what is possible. Chapters in many cases have "counter-point" responses from well-known researchers in mathematics education. Topics covered include: (1) The Value of Mathematics Education Research; (2) Curriculum; (3) National Assessment; (4) Children's Thinking; (5) Teacher's Decision Making; (6) Process-Product Research; (7) The Sex Factor; (8) Problem Solving; (9) Computers; and (10) Calculators. (Mp)
Mathematics classrooms that promote understanding by Elizabeth Fennema( Book )

13 editions published in 1999 in English and Spanish and held by 406 WorldCat member libraries worldwide

"Mathematics Classrooms That Promote Understanding synthesizes the implications of research done by the National Center for Research in Mathematical Sciences by integrating two somewhat diverse bodies of scholarly inquiry: the study of teaching and the study of learning mathematics." "This research was organized around content domains and/or continuing issues of education, such as equity and assessment of learning, and was guided by two common goals - defining mathematics content of the K-12 curriculum in light of the changing mathematical needs of citizens for the 21st century, and identifying common components of classrooms that enable students to learn the redefined mathematics with understanding. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established or studied. This volume reports and discusses the findings that grew out of this research, and subsequent papers and discussions among the scholars engaged in the endeavor." "Researchers, mathematics supervisors, teachers, policymakers, graduate students, and the general lay public interested in mathematics education will find this book timely and relevant."--Jacket
Integrating research on teaching and learning mathematics by Elizabeth Fennema( Book )

15 editions published between 1988 and 1991 in 3 languages and held by 333 WorldCat member libraries worldwide

Mathematics teachers in transition by Elizabeth Fennema( Book )

11 editions published between 1997 and 2013 in English and held by 236 WorldCat member libraries worldwide

This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents: * theoretical perspectives for studying, analyzing, and understanding teacher change; * descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and * descriptions of professional development pro
Rational numbers : an integration of research by Thomas P Carpenter( Book )

13 editions published between 1992 and 2012 in English and held by 236 WorldCat member libraries worldwide

Until recently there had been relatively little integration of programs of research on teaching, learning, curriculum, and assessment. However, in the last few years it has become increasingly apparent that a more unified program of research is needed to acquire an understanding of teaching and learning in schools that will inform curriculum development and assessment. The chapters in this volume represent a first step toward an integration of research paradigms in one clearly specified mathematical domain. Integrating a number of different research perspectives is a complex task, and ways mus
Women and mathematics : research perspectives for change by Lynn H Fox( Book )

7 editions published between 1977 and 1980 in English and held by 227 WorldCat member libraries worldwide

Integrating research on the graphical representation of functions by Thomas A Romberg( Book )

12 editions published between 1993 and 2016 in English and held by 202 WorldCat member libraries worldwide

This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can -- and probably should -- proceed. (Fuente: www.routledge.com)
Children's mathematics : cognitively guided instruction by Thomas P Carpenter( Book )

8 editions published between 1999 and 2015 in English and held by 118 WorldCat member libraries worldwide

This book, with accompanying CD-ROMs, was written to help readers understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding. Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. Detailed explanations and numerous examples of the problem-solving and computational processes that virtually all children use as their numerical thinking develops are included. There is also a description of how classrooms can be organized to foster that development. The accompanying CD-ROMs provide a look at students and teachers in real classrooms implementing the teaching and learning strategies described in the text. (Mm)
Gender equity for mathematics and science : invited faculty presentation by Elizabeth Fennema( Book )

2 editions published in 2000 in English and held by 80 WorldCat member libraries worldwide

Research has provided rich documentation of knowledge on variables that are related to gender and mathematics. Moderate change in what has happened with females in mathematics education has occurred partly because of this scholarship. This paper discusses the research on mathematics and gender and the need to continue research that documents the status of gender differences as they exist. It focuses on gender differences in mathematics. It also states that research must be supplemented with new types of scholarship focused on new questions and carried out with new methodologies which will help in the identification of important emphases for further new research, which will also ensure that women's voices will become a major part of all educational scholarship. Cognitive science and feminist perspectives in this issue are considered. (Contains 47 references.) (Ask)
Classroom processes observer manual by Laurie H Reyes( Book )

5 editions published in 1981 in English and held by 57 WorldCat member libraries worldwide

This manual describes procedures for collecting data about two classroom elements: (1) teacher-student interactions; and (2) amount and type of student engagement in academic work. Although the system was originally developed from a study of influences on sex-related differences in mathematics, it is designed to be adapted as needed for investigations of other classroom behaviors. Part 1 of the manual contains explanations of the use of a modified version of a coding system developed by Brophy and Good (1970) to measure teacher-student interactions. These interactions are classified as public and nonpublic, and examples of measuring the incidence and qualities of behaviors are given. In a section reviewing general coding conventions, the validity of the procedure is interpreted, and observation techniques are suggested. In Part 2, the method used to study the proportion of time students are engaged in mathematical activities, and characteristics of those activities are introduced, based on a system designed by Romberg, Small, Carnahan, and Cookson (1978). Coding categories and data collection procedures are defined. Data collection worksheets are appended. (Fg)
Teacher/peer influences on sex differences in mathematics confidence by Elizabeth Fennema( Book )

4 editions published in 1981 in English and held by 54 WorldCat member libraries worldwide

Equidad y enseñanza de las matemáticas : nuevas tendencias( Book )

7 editions published between 1995 and 1997 in Spanish and held by 33 WorldCat member libraries worldwide

La cuestión de cómo proporcionar una escolarización equitativa a las mujeres y a las minorías lingüísticas ha vuelto al centro de la investigación, la política educativa y los debates con ella relacionados. Este volumen reúne un conjunto de importantes investigaciones para examinar el problema de la justicia y la igualdad de oportunidades desde la educación matemática, situándose más allá de los antiguos paradigmas y formas de ver la cuestión. La primera parte, dedicada a problemas culturales más generales, analiza propuestas de enseñanza de las matemáticas dirigidas a estudiantes de culturas, necesidades e intereses diferentes. La segunda parte estudia las cuestiones de género en matemáticas desde diversas perspectivas, incluida la feminista. La última parte se dedica al lenguaje y las matemáticas, prestando una gran atención a las situaciones de bilingüismo y de minorías lingüísticas. A lo largo del texto se plantean asimismo los problemas de la potenciación profesional de los docent
Cognitively guided instruction( Visual )

8 editions published between 1989 and 1997 in English and held by 20 WorldCat member libraries worldwide

An inservice program intended to familiarize educators with a Cognitively Guided Instruction (CGI) approach to teaching mathematics
Fennema-Sherman mathematics attitudes scales by Elizabeth Fennema( Book )

6 editions published between 1976 and 1978 in English and held by 17 WorldCat member libraries worldwide

Assesses attitudes related to learning of mathematics held by males and females
A study of the relative effectiveness of a meaningful concrete and a meaningful symbolic model in learning a selected mathematical principle by Elizabeth Fennema( Book )

4 editions published in 1969 in English and held by 14 WorldCat member libraries worldwide

Reported is a study to determine the relative effectiveness of a meaningful concrete and a meaningful symbolic model in learning a selected mathematics principle. Subjects were from a second grade population and they were assigned to three treatments. Students assigned to Treatment 1 received instruction in the principle with a meaningful symbolic model and students assigned to Treatment 2 received instruction in the principle with a meaningful concrete model. Students assigned to Treatment 3 did not participate in the instructional portion of the study. At the end of the instructional period, learning was evaluated by four tests that measured the dependent variables. The results indicated that children in this study were not able to generalize their learning to demonstrating a learned principle on an unfamiliar concrete device. Meaningful learning alone does not ensure that the application of a learned mathematical principle can be recognized. (Rp)
Mathematics learning : what research says about sex differences( Book )

3 editions published in 1975 in English and held by 12 WorldCat member libraries worldwide

 
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Mathematics and gender
Alternative Names
Elizabeth Fennema American educator

Elizabeth Fennema US-amerikanische Mathematikpädagogin

페네마, 엘리자베스

Languages
English (144)

Spanish (9)

Covers
New directions for equity in mathematics educationMathematics classrooms that promote understandingIntegrating research on teaching and learning mathematicsMathematics teachers in transitionChildren's mathematics : cognitively guided instruction