Fennema

In the context of education and mathematics education research, "Fennema" most commonly refers to Elizabeth Fennema (1928-1991), a highly influential American mathematics educator and researcher. Her work significantly impacted the field by exploring the complex relationship between gender and mathematics learning. Fennema's research challenged existing assumptions about gender differences in mathematical ability and focused on identifying the environmental, social, and cognitive factors that contributed to the underrepresentation of women in advanced mathematics.

Fennema's contributions include:

• Fennema-Sherman Mathematics Attitudes Scales: A widely used instrument developed with Julia Sherman to measure attitudes towards mathematics, including confidence, usefulness, and anxiety. These scales have been instrumental in understanding how attitudes impact mathematics performance.

• Cognitively Guided Instruction (CGI): Co-developer (with Thomas Carpenter and others) of CGI, an approach to mathematics instruction that focuses on understanding children's mathematical thinking and using that understanding to inform instructional decisions. CGI encourages teachers to listen to and build upon students' existing knowledge and problem-solving strategies.

• Research on Gender and Mathematics: Fennema's extensive research challenged the notion that biological factors were primarily responsible for gender differences in mathematics achievement. Her work emphasized the role of social and cultural factors, such as teacher expectations, classroom practices, and societal stereotypes.

Fennema's work continues to be highly relevant in mathematics education, serving as a foundation for research and practice aimed at promoting equitable access to and success in mathematics for all students. Her emphasis on understanding students' thinking and creating supportive learning environments remains central to current reform efforts.