Second, participation is also categorized as completing particular courses or levels of mathematics, enrollment patterns, or career paths. A third area of current research on participation focuses on mathematical discourse and communication. While extensive and thoughtful, little of the mathematical discourse research specifies access to instruction that is gender-equitable. Studying the amount and kind of interaction between students and teachers is critical because the development of mathematical understanding is not a quick or simple process. Interaction which creates and sustains quality and equitable opportunities to learn and master concepts is essential, particularly with teachers who orchestrate good mathematical learning environments and experiences.
Teachers can incorporate opportunities for gender-different discourse patterns and purposes.
Before girls can achieve significant entrance into the generally male-dominated fields of math, science, and technology, girls first need to have access to quality learning experiences, especially in everyday classrooms.