The true nature of the relationship between gender and mathematics is much more complex than most people have been led to believe. Differences are found in relatively few aspects of mathematics performance (as noted by several authors in this volume), and when they are found, their causes are varied and often elusive. Indeed, individual differences in ability and achievement within gender are probably much larger than the differences between genders.

Yet, there persists a monolithic stereotype that girls don't like math and aren't as good at it as boys. This common perception is a poor reflection of reality and is likely to discourage girls from engaging in mathematics study and thus to limit opportunities for women in mathematics and related fields. Why do data from some standardized tests of mathematics show a gender gap, while nontest data show women matching or exceeding men in the classroom? Chapters in this book explore the issue from a variety of disciplines and perspectives. Some use a cognitive processing perspective, others use the lens of social psychology, and others bring in aspects of education and environment. Taken together, these perspectives complement each other in painting a picture of how the gender gap in test performance arises despite the many areas of gender parity in performance and ability.

BACKGROUND ISSUES

Chipman's personal history of her involvement in research on gender and mathematics chronicles the factors influencing early research efforts in this area, and presents some important contemporary issues that illustrate the complexity and contradictory nature of the evidence for and against gender differences in performance and participation.