ABSTRACT
Mathematics games, puzzles, and constructions are commonly used along with other independent activities in the classroom to familiarize students with particular mathematical concepts. The number of players, the amount of time spent participating, and the range of skills and concepts explored will vary in any one activity. In this chapter, I will discuss the ways in which boys and girls interact during these independent activities. I will highlight the factors which contribute to a differential experience between girls and boys, in which the former are disadvantaged as mathematics learners. I will suggest that the manner in which males respond to the teacher’s chosen curriculum shapes the learning experience. My analysis of interactions between children playing mathematics games will show how girls are disadvantaged in this context. Finally, I will propose classroom strategies and curriculum which are more likely to benefit girls.
