Plucker, J. (1996). Secondary Science and Mathematics Teachers and Gender Equity: Attitudes and Attempted Interventions. Journal of Research in Science Teaching, 33, 737-751.
http://dx.doi.org/10.1002/(SICI)1098-2736(199609)33:7<737::AID-TEA3>3.0.CO;2-O

has been cited by the following article:

• TITLE: A Unique Program (“Senso-Math”) for Teaching Mathematics in Preschool: Evaluating Facilitator Training

  AUTHORS: Dina Hassidov, Bat Sheva Ilany

  KEYWORDS: Facilitators, Mathematics Education, Preschool, Kindergarten, Senso-Math

  JOURNAL NAME: Creative Education, Vol.5 No.11, June 24, 2014

  ABSTRACT: This study followed a five-year program, entitled “Senso-Math”, whose goal was to train facilitators involved in the promotion of early childhood mathematical knowledge in preschool—an important goal in preschool education today—following which the trained facilitators taught mathematics in preschool alongside the regular preschool teachers. During the program, 500 facilitators activated 10,000 three-to-six-year-old children. The program included various demographic sectors. This study examines both the program’s contribution to the professional development of the mathematical education facilitators, and the facilitators’ attitudes to mathematical education in the preschool. While the results indicated that, overall, the program contributed positively to the facilitators’ professional development and showed a positive trend in the participants’ attitude regarding mathematics education in the preschool, the findings also revealed differences among the various demographic sectors studied (Jewish Orthodox, Jewish immigrants from the Caucasus, and Druze).