This 36-page monograph is a "Research to Action Report" from the Gender and Diversities Institute. It begins by reporting on the education of girls in general, then focuses on their mathematics education, providing recommendations for encouraging the mathematical development of females.

The purpose of this report is to review "the ways that girls are treated in general, and the nature of mathematics education, in today’s school, in order to identify ways to increase both their interest and achievement" (p. 1). The intended audience for the work of the Gender and Diversities Institute is "educators, policy makers, activists, funders, media, and service providers" (back cover).

Teaching Mathematics Effectively and Equitably to Females is a succinct consideration of pivotal gender issues in mathematics education. The author provides a brief history of gender differences in achievement and higher education experience and summarizes relevant brain research. She examines learning styles, attitudes, and social and family expectations in the context of girls’ involvement in mathematics. She then extends these ideas into the school setting with regard to discourse, curriculum, methodology, and teacher interactions.

The report concludes with 12 research-based recommendations for encouraging girls’ interest and success in mathematics. The author highlights the critical role of the teacher in implementing these changes in the classroom and emphasizes the cultural context of mathematics education. These recommendations provide specific suggestions that teachers, parents, and others can begin to implement immediately.

This monograph presents a wealth of information that not only builds a case for gender equity in mathematics, but also includes suggestions for action. The author is clear and direct in referring to studies and practices that facilitate the success of women (and men) in mathematics. The Table of Contents is especially helpful, delineating a large number of issues related to inequitable treatment of girls in mathematics education at a glance.

This material could be used as a springboard for professional discussions about gender equity in mathematics. It could be effective in providing prerequisite knowledge to participants or professional development providers before more extensive, in-depth study of a topic. Professional developers could incorporate additional materials, such as videotapes, journaling, observation, or discussion to help personalize the information in the report.

One reviewer noted that one of this book’s greatest assets is the great deal of information that the author incorporates into a very few pages. The copyright date, however, is 1992, so additional, more recent information would be helpful.