Who's Counting? A Survey of Mathematics Education Research 1982-1998
Sarah Theule Lubienski, Andrew Bowen
November 2000, Volume 31, Issue 5, Page 629
This study provides
a broad look at mathematics education research published between 1982 and
1998. The ERIC database was utilized to count and categorize more than 3,000
articles from 48 educational research journals. We identified the number of
articles relating to gender, ethnicity, class, and disability that were
published in journals from various categories. Attention was also given to
grade levels, mathematical topics, and general educational topics in
conjunction with each equity group. We conclude that, in comparison with
research on ethnicity, class, and disability, research on gender was more
prevalent and integrated into mainstream U.S. mathematics education research.
Overall, the majority of research seemed to focus on student cognition and
outcomes, with less attention to contextual or cultural issues.