Not only does this call for considerable resources for inservice and preservice training for teachers around the issues of gender equity and the impact of discourse on their classrooms, it also makes a case for the role of teacher as action researcher. Within a classroom model where teachers are able to examine and reflect on their teaching, try out new approaches, and further refine their facilitation, rather than control, of the discourse, females, as well as those males currently excluded from the discourse, can make significant progress. The following suggestions, gathered from the research, can help create an equitable environment that encourages the mathematics development of both females and males. Examine our own attitudes . Start early to prevent sex role stereotyping .
Parents can foster the ability to take risks, to be entranced by mathematics.
Assert how both boys and girls can do this work and be ready to counter the denials from children-they've already heard the other message. Assign classroom and household chores to children equitably . Watch the words we use . Devise comfortable ways for girls and boys to play together in a variety of active and quiet play . This breaks down the stereotyped behaviors that get reinforced later and opens the way for ongoing honest communication.