ABSTRACT
Competency in mathematics has been identified as a crucial skill that is related directly to educational and occupational choices. A strong background in mathematics is key for many career and job opportunities in an increasingly technological society. Math skills, however, have often appeared elusive for many girls. Fennema (1990) described mathematics as the “critical filter” that successfully inhibits the participation of women in many careers and occupations. Fennema and Hart (1994) reported that, although gender differences in mathematics achievement are declining, there are indications that differences still exist in areas involving the most complex mathematical tasks, especially as girls progress from middle school to high school.
