Page 232 - 这才是数学

[6]Rosenthal, R. ， ＆ Jacobson, L. （ 1968 ） . Pygmalion in the Classroom.New
York：Holt, Rinehart＆Winston.

[7]Boaler, J.，Wiliam, D.，＆Brown, M.（2000）. Students'Experiences of Ability
Grouping—Disaffection, Polarisation and the Construction of Failure.British
Educational Research Journal，26（5），pp.631-648.

[8]PISA （ 2003 ） . Learning from Tomorrow's World ： First Results from PISA
2003.Italy：OECD.

[9]Oakes, J. （ 2005 ） . Keeping Track.How Schools Structure Inequality.New
Haven, Conn.：Yale University Press, p.217.

[10]Olson, S. （ 2005 ） . Countdown ： The Race for Beautiful Solutions at the

International Mathematical Olympiad.New York：Houghton Mifflin, pp.48-49.

[11]Boaler, J. （ 2006 ） . The“Psychological Prison”from Which They Never
Escaped ： The Role of Ability Grouping in Reproducing Social Class
Inequalities.Forum，47（2＆3），pp.135-144.

[12]Dixon, A.（2002）. Editorial.Forum，44（1），p.1.

06 作为糖与香料的代价 女性为何与数学渐行

渐远

[1]Zohar, A.，＆Sela, D.（2003）. Her Physics, His Physics：Gender Issues in
Israeli Advanced Placement Physics Classes.International Journal of Science
Education，25（2），p.261.

[2]Gilligan, C.（1982）. In a Different Voice：Psychological Theory and Women's
Development.Cambridge, Mass.：Harvard University Press.

[3]Belenky, M. F. ， Clinchy, B.M. ， Goldberger, N.R ， ＆ Tarule, J.M.
（1986）.Women's Ways of Knowing.New York：Basic Books, pp.214-229.

[4]Brizendine, L.（2007）. The Female Brain.New York：Morgan Road Books, p.4.

[5]Ibid.

[6]Sax, L.（2007）. Why Gender Matters, p.101.