in several ways. The study examines the grades of all of thestudents from one teacher's university level math classes over a period of threeyears and then compares them for gender differences. His findings are that thereare no significant differences between men's and women's math grades at theuniversity level. I believe this study could be better than it is, because it does notshow whether or not the men and women actually had a demonstratedly equalmath ability. Grades could be very subjective. Accepted at face value, however,it could be suggested that this might imply that the gender related issues soprominent in the eyes of some researchers when examining the adolescentpopulation, have disappeared by the time students go to college. I realize that thiswould be stretching the relevance of the study to go this far, but there areimplications along these lines.Overall, after reviewing the articles which were summarized, I find myself drawnto the information showing that the gender differences in math ability seem to bepredominantly manifest during adolescence. As many of the studies suggest, thisis likely to be associated with interpersonal and self esteem issues. Many issuescome to mind for further research. 1.)Self esteem in adolescent girls and the correlation with math ability.2.)Does participation in sports affect gender related math learning?3.)What are the implications of single sex classrooms for later learning? Aresingle sex class rooms creating a false environment, thus setting females upfor "gender shock" later in life or education?4.)What are the implications of female math teachers in the classrooms forgender related differences in math abilities.5.)A cohort study of x population tracking them over and extended period oftime to see at what points math ability, self esteem, and other relatedvariables fluctuate.Some of these topics would be very suitable for immediate research. Others,would be best left to highly f...
