To include publications on this page, please send the title, author, publisher, and year to us at: eva.noren@mnd.su.se

Blomqvist, A., Elamari, U., & Sumpter, L. (2012). Grade 2 and Grade 5 students’ conceptions about mathematics and mathematics education. In Proceedings of NORMA 11: The sixth Nordic conference on mathematics education (pp. 187-196). Reykjavik.

Braathe, HJ. & Solomon, Y. (2014) Choosing mathematics: the narrative of the self as a site of agency, *Educational Studies in Mathematics* *DOI 10.1007/s10649-014-9585-8*

Chronaki, A., & Pechtelidis, Y. (2012). 'Being Good' at Maths. Fabricating Gender Subjectivity. *REDIMAT: Journal for Research in Mathematics Education. Vol. 1, No. 3. *pp. 246-277.

Chronaki, A. (2012). Women in relation to school techonology and mathematics: reading hegemonic discourses via “cyborgs” and “subalterns”. *Special Issue Edited by Benedetto Di Paola & Javier Diez-Palomar. Journal Quaderni di Ricerca in Didatticca (Mathematics). Issue 22 (July 2012).* pp.156-161.

Chronaki, A. (2011). *Disrupting development as the quality/equity discourse: Cyborgs and subalterns in school technoscience.* In B. Atweh, M. Graven, W. Secada & P. Valero (Eds.). Mapping equity and quality in mathematics education. Dordrecht. Springer, pp. 3-21

Chronaki, A. (2009). *Mathematics, Technologies, Education: The gender perspective.* University of Thessaly Press. (175 pages) ISBN – 978-960-8029-88-0

Chronaki, A. (2009). *Women writing for a school mathematics journal: belonging and becoming in a gendered network.* In A. Chronaki. (Ed.). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Publication series, pp. 129-135.

Chronaki, A. (2009). *Mathematics, Technologies, Education: The gender perspective.* University of Thessaly Press. (175 pages) ISBN – 978-960-8029-88-0

Stamou, A., & Chronaki, A. (2009). *Dominant discourses and gender dimensions in the writing of school mathematics: the case of the school magazine Euclid A.* in A. Chronaki (Ed.). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 137-140.

Chronaki, A. (2009). *Technoscience in the ‘body’ of Education: Knowledge and Gender politics*. In A. Chronaki (Ed.). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 7-27.

Chronaki, A. (2008). *‘Sciences entering the ‘body’ of education: Women’s experiences and masculine domains of knowledge’.* In M. Chionidou-Moskofoglou, A. Blunk, R. Sierpinska, Y. Solomon, & R. Tanzberger (Eds.).

**Hall, J. **(2010). The influence of high school and university experiences on women’s pursuit of undergraduate mathematics degrees in Canada. In H. Forgasz, J. R. Becker, K. Lee, & O. B. Steinthorsdottir (Eds.), *International perspectives on gender and mathematics education* (pp. 365-390). Charlotte, NC: Information Age.

**Hall, J. **(2014). Unpacking “gender issues” research. *Philosophy of Mathematics Education Journal, 28.* Available at http://people.exeter.ac.uk/PErnest/pome28/index.html

**Hall, J. **(2012). Gender issues in mathematics: An Ontario perspective. *Journal of Teaching and Learning, 8*(1), 59-72.

With, K. & Solomon, Y (2014) Choosing mathematics in Norway and England: discourses of gender, equity and choice, *Philosophy of Mathematics Education Journal* Vol 28 ISSN 1465-2978 (Online: http://people.exeter.ac.uk/PErnest/pome28/)

Solomon, Y. (2012) Finding a voice? Narrating the female self in mathematics. *Educational Studies in Mathematics* 80 1-2, pp. 171-183

Stamou, A., & Chronaki, A. (2009). *Dominant discourses and gender dimensions in the writing of school mathematics: the case of the school magazine Euclid A.* in A. Chronaki (Ed.). Mathematics, Technologies, Education: The gender perspective. University of Thessaly Press, pp. 137-140.

Sumpter, Lovisa. (2009). *On aspects of mathematical reasoning: affect and gender*. PhD theses. Umea: Department of Mathematics and Mathematical Statistics, Umea Universitet.

Sumpter, L., (2015). Investigating upper secondary school teachers’ conceptions: Is mathematical reasoning gendered? *International Journal of Science and Mathematics Education* (*accepted*).

Sumpter, L. (2015). Taking a European perspective. Part of Leder Panel on “Gender and Mathematics Education Revisited”. In S.J. Cho (Ed.) *The proceedings of the 12*^{th}* International Congress on Mathematics Education* (pp. 161-165). (*in press*) Springer.

Sumpter, L. (2014). Four female mathematicians’ collective narrative: Reasons to leave academia, *Philosophy of Mathematics Education Journal*, 28.

Sumpter, L. (2014). Why Anna left Academia. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). *Proceedings of the Joint Meeting of PME 38 and PME-NA 36 *(Vol. 5, pp 217-224). Vancouver, Canada: PME.

Sumpter, L. (2012a). Upper secondary school students’ gendered conceptions about affect in mathematics, *Nordic Studies in Mathematics Education*, 17(2): 27-47.

Sumpter, L. & Sternevik, E. (2013). Prospective teachers’ conceptions of what characterize a gifted student in mathematics. In M.S. Hannula, P. Portaankorva-Koivisto, A. Laine & L. Näveri (Eds). Current State of Research on Mathematical Beliefs XVIII: Proceedings of the MAVI-18 Conference, September 12-15, 2012, Helsinki, Finland.(pp. 259-270). Helsinki: Unigrafia Oy.

Ai, X. (2002) Gender differences in growth in mathematics achievement: Three-level longitudinal and multilevel analyses of individual, home and school influence, Mathematical Thinking and Learning, 4 : 1- 22.

Applebaum, P. M. (1995) *Popular Culture, Educational Discourse and Mathematics * (Albany : State University of New York Press).

Atweh, B. and Cooper , T. (1995) The construction of gender, social class and mathematics in the classroom, *Educational Studies in Mathematics*, 28 : 293 -310.

Atweh, B., Forgasz, H. & Nebres, B. (Eds.) (2001) *Sociocultural Research on Mathematics Education: An International Perspective * (Mahwah , NJ : Lawrence Erlbaum Assoc.).

Barnes, M. (2000) Effects of dominant and subordinate masculinities on interactions in a collaborative learning classroom, in J. Boaler (ed.) *Multiple perspectives on mathematics teaching and learning * (Westport , CT : Ablex publishing).

Barnes, M. S. (1988) Mathematics: a barrier for women? in B. Caine , E. A. Grosz and M. de Lepervanche (Eds.) *Crossing boundaries: Feminisms and the critique of knowledges * (Sydney : Allen & Unwin).

Barnes, M. S. (1989) A rescue operation, in G. C. Leder and S. Sampson (Eds.) *Educating girls: Practice and research * (Sydney : Allen & Unwin).

Barnes, M. S. (1994) Investigating change: A gender-inclusive course in calculus, *Zentralblatt für Didaktik der Mathematik*, 94 : 49-54.

Barnes, M. S. (1995) The interaction of gender, mathematics and technology: Two viewpoints from the classroom, in S. Groves and R. Tytler (Eds.) *Contemporary Approaches to Research in Mathematics and Science Education * (Geelong : Centre for Studies in Mathematics, Science and Environmental Education, Deakin University).

Barnes, M. S. (1996) Gender and mathematics: Shifting the focus. *Focus on Learning Problems in Mathematics*, 18 (1, 2 &3): 88-96.

Barnes, M. S. (1997) Classroom views of gender differences, in B. Doig and J. Lokan (Eds.), *Learning from children: Mathematics from a classroom perspective * (Melbourne: ACER Press).

Barnes, M. S. , & Horne , M. (1996). Gender and mathematics. In B. Atweh , K. Owens , & P. Sullivan (Eds.), *Research in Mathematics Education in Australasia 1992-95 * (pp. 51-87). Sydney, NSW: Mathematics Education Research Group of Australasia Inc.

*(Note: MERGA produces this review of research every four years, always with a chapter on gender. See also Leder & Forgasz, 1992, Forgasz, Leder & Vale, 2000, Vale, Forgasz & Horne, 2004.) *

Battista, M. (1990) Spatial Visualization and Gender Differences in High School Geometry, *Journal for Research in Mathematic Education*, 21(1): 47-60.

Becker, J. R. (1996). Research on Gender & Mathematics: One Feminist Perspective. *Focus on Learning Problems in Mathematics*, 18(1,2 & 3): 19-25.

Boaler, J. (1994) When do girls prefer football to fashion? An analysis of female underachievement in relation to "realistic" mathematics contexts, *British Educational Research Journal*, 20(5): 551-64.

Boaler, J. (1997) *Experiencing school mathematics: teaching styles, sex and setting*. (Buckingham : Open University Press). Revised and expanded Edition (2002) (Mahwah , NJ : Lawrence Erlbaum Assoc).

Boaler, J. (1997) Reclaiming school mathematics: the girls fight back, *Gender and Education*, 9 (3), 285-305.

Boaler, J. (2002). Paying the Price for "Sugar and Spice": Shifting the Analytical Lens in Equity Research. *Mathematical Thinking and Learning *, 4(2&3): 127-144.

Boaler, J. (2008), Promoting "relational equity" and high mathematics achievement through an innovative mixed-ability approach, *British Educational Research Journal*, 34, (2), 167–194.

Boaler, J. (2008), *What's Math Got to Do With It? Helping Children Learn to Love Their Least Favorite Subject - and Why It's Important for America*. (Viking/Penguin)

Bohlin, C. F. (1994) Learning Style Factors and Mathematics Performance: Sex-Related Differences, *International Journal of Educational Research*, 21(4): 387-398.

Beller, M. and Gafni, N. (2000) Can item format (multiple choice vs. open-ended) account for gender differences in mathematics achievement? Sex Roles, 42(1-2): 1-21.

Benbow, C. P. and Stanley , J. C. (1980) Sex Differences in Mathematical Ability: Fact or Artifact? *Science *, 210: 1262-1264.

Boekaerts, M. and Seger, G. (1996) Gender-related differences in self refernced cognitions in relation to mathematics, *Journal for Research in Mathematics Education *, 27(2): 215-40.

Brandell, Gerd and Staberg, Else-Marie (2008) Mathematics: a female, male or gender-neutral domain? A study of attitudes among students at secondary level, *Gender and Education*, 20(5): 495-510

Brew, C. (2001) Women, mathematics and epistemology: an integrated framework, *International Journal of Inclusive Education *, 5(1): 15-32.

Burton, L. (ed.) (1986) *Girls into maths can go * (London : Cassell).

Burton, L. (ed.) (1990) *Gender and mathematics: an international perspective*. (London : Cassell).

Burton, L. (1996). A socially just pedagogy for the teaching of mathematics, in: P. Murphy & C. Gipps (Eds) *Equity in the classroom: towards effective pedagogy for girls and boys * (London , Falmer).

Burton, L. (1999) Fables: the tortoise, the hare, the mathematically underachieving male? *Gender and Education *, 11 (4): 413-426.

Burton, L. (ed.) (2003) *Which way social justice for mathematics education? * (Westport , Connecticut / London : Praeger).

Burton, L. (2004) *Mathematicians as enquirers: learning about learning mathematics * (Dordrecht : Kluwer Academic Publishers).

Burton, L., Drake, P., Ekins, J., Graham , L., Taplin, M. and Weiner, G. (1986) *Girls into Mathematics * (Cambridge : Cambridge University Press).

Buxton, L. (1981) *Do you panic about maths? Coping with maths anxiety * (London, Heinemann).

Byrne, E. (1993) *Women and science: the snark syndrome * (London , Falmer).

Campbell, M. A. and Campbell-Wright, R. K. (1995) Towards a feminist algebra, in S. V. Rossen (Ed.) *Teaching the majority: Breaking the gender barrier in science, mathematics, and engineering * (New York : Teachers College).

Casey, M. B., Nuttall, R. and Pezaris, E. (2001) Spatial-mechanical reasoning skills versus mathematics self-confidence as mediators of gender differences on mathematics subtests using cross-national gender biased items, *Journal for Research in Mathematics Education *, 32(1): 28-57.

Catsambis, S. (1994) The Path to Math: Gender and Racial-Ethnic Differences in Mathematics Participation from Middle School to High School, *Sociology of Education *, 67: 199-215 .

Collis, B. (1987) Sex Differences in the Association between Secondary School Students' Attitudes toward Mathematics and toward Computers, *Journal for Research in Mathematic Education *, 18(5): 394-402.

Cooper, S. E. and Robinson , D. A. (1989) The Influence of Gender and Anxiety on Mathematics Performance. *Journal of College Student Development *, 30(5): 459-461.

Damarin, S. (2000) The mathematically able as a marked category, *Gender and Education *, 12(1): 69-85.

Davenport, J., Ernest C. , Davison, M. L. , Kuang, H., Ding, S., Kim , S.-K. and Kwak, N. (1998) High School Mathematics Course-Taking by Gender and Ethnicity. *American Educational Research Journal *, 35(3): 497-514.

Dunne, M. and Johnston , J. (1994) Research in gender and mathematics education: the production of difference, in P. Ernest (ed.) *Mathematics, education and philosophy: an international perspective * (London : Falmer).

de Freitas, E. (2008) Mathematics and its other: (dis)locating the feminine, *Gender and Education*, 20, (3), 281–290

Dweck, C. S. (1986) Motivational Processes Affecting Learning. *American Psychologist (Special Issue: Psychological science and education) *, 41(10 ): 1040-1048.

Dweck, C. S. , Goetz, T. E. , & Strauss , N. L. (1980) Sex Differences in Learned Helplessness: Iv. An Experimental and Naturalistic Study of Failure Generalization and Its Mediators. *Journal of Personality and Social Psychology *, 38(3): 441-452.

Ethington, C. A. (1990) Gender differences in mathematics: An international perspective, *Journal for Research in Mathematics Education *, 21: 74-80.

Ethington, C. A. (1992) Gender differences in a psychological model of mathematics achievement, *Journal for Research in Mathematics Education *, 23: 166 -181.

Felson, R. B. and Trudeau , L. (1991) Gender Differences in Mathematics Performance, *Social Psychology Quarterly *, 54(2): 113-126.

Fennema, E. (1996) Scholarship, gender and mathematics, in P. Murphy & C. Gipps (Eds) *Equity in the classroom: towards effective pedagogy for girls and boys * (London , Falmer).

Fennema, E. & Leder, G.C. (Eds) (1990) Mathematics and Gender (New York : Teachers College Press).

Fennema, E. and Carpenter, T. (1998) New Perspectives on Gender Differences in Mathematics: An Introduction, *Educational Researcher *, 27(5): 4- 5.

Fennema, E., Carpenter, T. P. , Jacobs , V. R. , Franke, M. L. and Levi , L. W. (1998) A longitudinal study of gender differences in young children's mathematical thinking. *Educational Researcher *, 27(5): 6-11.

Fennema, E., Carpenter, T. P. , Jacobs , V. R. , Franke, M. L. and Levi , L. W. (1998) New perspectives on gender differences in mathematics: A reprise. *Educational Researcher *, 27(5): 19-21.

Fennema, E. and Sherman , J. (1977) Sex-Related Differences in Mathematics Achievement: Spatial Visualization and Affective Factors, *American Educational Research Journal *, 14: 51 -71 .

Fennema, E. and Sherman , J. (1978) Sex-Related Differences in Mathematics Achievement and Related Factors: A Further Study, *Journal for Research in Mathematics Education *, 9: 189-203.

Ferrini-Mundy, J. (1987) Spatial Training for Calculus Students: Sex Differences in Achievement and in Visualization Ability, *Journal for Research in Mathematics Education *, 18(2): 126 -140.

FitzSimons, G. E. (1997) Gender issues in adult and vocational mathematics education, *Mathematics Education Research Journal, **9 *(3) 292-311.

Forgasz, H. (1994) Society and Gender Equity in Mathematics Education (Geelong , Vic : Deakin University ).

Forgasz, H. J. (1995) Gender and the relationship between affective beliefs and perceptions of Grade 7 mathematics classroom learning environments, *Educational Studies in Mathematics *, 28: 219 -239.

Forgasz, H. J. and Leder, G. C. (1996) Mathematics classrooms, gender and affect. *Mathematics Education Research Journal *, 8: 153-173.

Forgasz, H. J. and Leder, G. C. (1996) Mathematics and English: Stereotyped domains? *Focus on Learning Problems in Mathematics *, 18: 129-137.

Forgasz, H. J. , Leder, G. C. , & Gardner , P. L. (1999) The Fennema-Sherman Mathematics as a Male Domain scale re-examined, *Journal for Research in Mathematics Education *, 30: 342-348.

Forgasz, H. J., Leder, G. C. and Vale, C. (2000) Gender and mathematics: Changing perspectives, in K. Owens and J. A. Mousley (Eds.), *Research in Mathematics Education in Australasia 1996-1999 * (Sydney: MERGA).

Forgasz, H. J. , & Leder, G. C. (2001). The Victorian Certificate of Education-a gendered affair? *Australian Educational Researcher, 28 *(2), 53-66.

Frankenstein, M. (1990) Incorporating Race, Gender, and Class Issues into a Critical Mathematical Literacy Curriculum, *Journal of Negro Education *, 59(3 ): 336-347.

Fullarton, S. (1993) *Confidence in mathematics: The effects of gender * (Geelong : Deakin University National Centre for Research and Development in Mathematics Education).

Grevholm, B. and Hanna , G. (Eds) (1995) *Gender and Mathematics Education: An ICMI study in Stiftsgården Åkersberg , Höör , Sweden 1993 * (Lund : Lund University Press).

Goulding, M. (1995) GCSE coursework in mathematics: teachers' perspectives and the performance of girls, *Evaluation and research in education *, 9(3).

Hanna, G. (1986) Sex Differences in the Mathematics Achievement of Eighth Graders in Ontario , *Journal for Research in Mathematic Education *, 17(3): 231-237.

Hanna, G. (Ed) (1996) *Towards gender equity in mathematics education: an ICMI study *(Dordrecht : Kluwer Academic Publishers).

Harris, M. (1997) *Common threads: women, mathematics and work * (Stoke-on-Trent : Trentham Books).

Hart, L. E. (1989) Classroom Processes, Sex of Student, and Confidence in Learning Mathematics, *Journal for Research in Mathematics Education *, 20(3): 242-260.

Head, J . (1996) Gender identity and cognitive style, in P. F. Murphy and C. V. Gipps (Eds) *Equity in the classroom: Towards effective pedagogy for girls and boys * (London : Falmer).

Herzig, A. H. (2002) Where have all the students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the PhD. *Educational Studies in Mathematics *, 50(2): 177-212.

Herzig, A.H. (2004). "Slaughtering this Beautiful Math": Graduate Women Choosing and Leaving Mathematics. *Gender and Education *, 16(3): 379-395.

Hyde, J. S. (1993) Gender Differences in Mathematics Ability, Anxiety and Attitudes: What Do Meta-Analyses Tell Us? in L. A. Penner, G. M. Batsche , H. A. Knoff and D. L. Nelson (Eds) *The Challenge in Mathematics and Science Education: Psychology's Response * (Washington DC : American Psychological Association).

Hyde, J. S. , Fennema, E. and Lamon, S. (1990) Gender Differences in Mathematics Performance: A Meta-Analysis, *Psychological Bulletin *, 107 (2): 139-155.

Hyde, J. S. , Fennema, E., Ryan , M., Frost, L. A. and Hopp, C. (1990) Gender comparisons of mathematics attitudes and affect: A meta-analysis. *Psychology of Women Quarterly *, 14: 299 -324.

Jacobs, J. E. (1994) Feminist pedagogy and mathematics, *Zentralblatt für Didaktik der Mathematik *, 26(1): 12 -17.

Jacobs, J. and Eccles, J. (1985) Gender Differences in Math Ability: The Impact of Media Reports on Parents, *Educational Researcher *, March: 20-25.

Jones, L. and Smart, T. (1995) Confidence and mathematics: a gender issue, *Gender and Education *, 7(2): 157-66.

Jungwirth, H. (1991) Interaction and Gender: Findings of a Microethnographical Approach to Classroom Discourse, *Educational Studies in Mathematics *, 22: 263 -284.

Jungwirth, H. (1993) Reflections on the foundations of research on women and mathematics, in S. Restivo, J. P. Van Bendegem and R. Fischer (Eds) *Math worlds: philosophical and social studies of mathematics and mathematics education * (Albany: State University of New York Press).

Kaiser , G. and Rogers , P. (Eds) (1995) *Equity in Mathematics Education: Influences of Feminism and Culture * (London : Falmer).

Keitel , C. (Ed.) (1998) *Social Justice and Mathematics Education: Gender, Class, Ethnicity and the Politics of Schooling * (Berlin : Freie Universitat ).

Kelly, B. (1995) The four-component system: A nontechnological learning environment where women count, in S. V. Rossen (ed), *Teaching the majority: Breaking the gender barrier in science, mathematics, and engineering * (New York : Teachers College).

Kenway, J. (1993) Non-traditional pathways: Are they the way to the future? In J. Blackmore & J. Kenway (Eds), *Gender matters in educational administration and policy * (London : Falmer Press).

Kimball, M. (1989) A new perspective on women's math achievement, *Psychological Bulletin *, 105: 198-214.

Kitchen, A. (1999) The changing profile of entrants to mathematics at A level and to mathematical subjects in higher education, *British Educational Research Journal*, 25(1): 57-64.

Lamb, S. (1996) Gender differences in mathematics participation in Australian schools: some relationships with social class and school policy. *British Educational Research Journal, 22 *, 223-240.

Leder, G. C. (1992) Mathematics and gender: changing perspectives, in D. A. Grouws (ed.) *Handbook of research on mathematics teaching and learning * (New York : Macmillan).

Leder, G. C. , & Forgasz, H. J. (1992) Gender: A critical variable in mathematics education. In B. Atweh & J. M. Watson (Eds.), *Research in mathematics education in Australasia : 1988-1991 * (pp. pp. 67-95). Brisbane : Mathematics Education Research Group of Australasia Inc.

Leder, G. C., Forgasz, H. J. and Solar, C. (1996) Research and intervention programs in mathematics education: A gendered issue, in A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick and C. Laborde (Eds), *International handbook of mathematics education * (Dordrecht: Kluwer).

Leder, G. C. , Brew, C. and Rowley, G. (1999) Gender differences in mathematics achievement-here today and gone tomorrow? in: G. Kaiser, E. Luna and I. Huntley (Eds.) *International comparisons in mathematics education * (London : Falmer).

Linn, M. and Kessel, C. (1996) Success in mathematics: Increasing talent and gender diversity, in A. H. Schoenfeld, E. Dubinsky, & J. J. Kaput (Eds), *Research in Collegiate Mathematics Education * (Providence, RI: American Mathematical Society).

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Mendick, H. (2005) A beautiful myth? The gendering of being /doing 'good at maths', *Gender and Education *, 17 (2): 89-105.

Mendick, H. (2005) Mathematical stories: why do more boys than girls choose to study mathematics at AS-level in England ? *British Journal of Sociology of Education *, 26 (2): 225-241.

Mendick, H. (2005) Only connect: troubling oppositions in gender and mathematics, *International Journal of Inclusive Education *, 9(2): 161-180.

Mendick, H. (2006) *Masculinities in mathematics* (Maidenhead : Open University Press (McGraw-Hill Education)).

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Solomon, Y. (2007) Experiencing mathematics classes: ability grouping, gender and the selective development of participative identities, *International Journal of Educational Research, *46:1/2. 8-19

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Stobart, G., Elwood, J. and Quinlan, M. (1992) Gender Bias in Examinations: How Equal Are the Opportunities? *British Educational Research Journal*, 18(3): 261-276.

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