ABSTRACT
King stated, “The function of education is to teach one to think intensively and to think critically”. One of the ways to prepare students for rigor of thought is to work with them in mathematics to develop maturity in logic and reasoning. Educators may need to overcome the stereotypical gender differences imposed on women to help prepare women for mathematical rigor. This chapter provides a discussion of how the problem developed over time, trends related to the issue, and unresolved elements and/or social concerns. Assumptions must be identified for a study that employs quantitative methodologies only. Limitations identify potential weaknesses of the study from sources that are outside of the control of the researcher. Limitations are restrictions on the extent or type of data that are available. Delimitations address how the study will be narrowed in scope by the researcher.
