Stories and statistics: A mixed picture of gender equity in mathematics

Kathleen Jablon Stoehr, Kathy Carter, Amanda Sugimoto

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


The goal of this chapter is to gain a better understanding of the experiences of mathematics anxiety that some women elementary preservice teachers encounter while learning mathematics during their own K-12 years. Specifically, this chapter is an analysis of the personal wellremembered events (WREs) told and recorded by women during their preservice teaching professional sequence. These narrative writings provide a powerful voice for the degree to which mathematics anxiety shape preservice teachers' beliefs on what it means to learn mathematics. This intersection of teacher knowledge is important, as these are women who are on the professional track to teach mathematics. The focused analysis for this chapter is aimed at ways in which teacher preparation programs could broaden current views of women who have anxiety and confidence issues in mathematics.

Original languageEnglish (US)
Pages (from-to)39-58
Number of pages20
JournalAdvances in Research on Teaching
StatePublished - 2017


  • Mathematics anxiety
  • Metaphor
  • Teacher education
  • Teacher knowledge
  • Well-remembered events

ASJC Scopus subject areas

  • Education


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