ABSTRACT
Over the last two decades, a major focus of educational research has been the investigation of sex-related differences in learning mathematics. Gender differences in mathematics education have been shown to be complex and influenced by the interaction of a variety of social factors, and hence to vary considerably across cultures (Ethington, 1990; Hanna, Kündiger and Larouche, 1990). In the case of Singapore, only a handful of studies to date (Chung, 1985; Kaur, 1987; Leuar, 1985; Ministry of Education, 1988; Tan, 1990; Tanzer and Sim, 1991) have contributed to the growing body of literature in this area. This chapter presents the Singapore perspective on gender issues in mathematics education through a review of the available Singapore research and discussion of their findings.
