Elizabeth Fennema

Elizabeth Fennema (* 1928 in Winfield (Kansas) as Elizabeth Hammer ) is an American math teacher.

Live and act

Fennema is known for her gender-specific studies in math teaching. She studied psychology and education at Kansas State University and the University of Wisconsin-Madison with a master's degree in education in 1952. In the early 1960s, she returned to the university with education and received her doctorate in 1969 (Dissertation: A Study of the Relative Effectiveness of a Meaningful Concrete and a Meaningful Symbolic Model in Learning a Selected Mathematical Principle), specializing in mathematics pedagogy, which at the time received a lot of research funding within the framework of New Mathematics . She then taught and researched at the University of Wisconsin, where she was a professor at the Wisconsin Center for Education Research. In 1996 she retired.

Fennema studied with Julia Sherman special features and disadvantages in mathematics classes for girls in schools (Fenneman-Sherman-Studies). For this purpose, questionnaires were sent out and evaluated, which explored the gender-specific assessment of mathematics (Fennema-Sherman-Mathematics-Attitude-Scales, MAS). A first report was published in 1977.

Together with colleagues, she later developed the method of teaching mathematics for children of the Cognitively Guided Instruction (CGI), presented in the book Children's Mathematics . It is based on the observation of the problem-solving behavior (natural and learned in the classroom) of the children and the appropriate reaction of the teachers.

In 1994 she was made an honorary doctorate from Mount Mary University, formerly Mount Mary College.

Fennema has been married to the natural scientist Owen R. Fennema since 1948, who has achieved worldwide fame with numerous publications, including Fennema's Food Chemistry.

Fonts

• Fennema, Sherman: Sex-related differences in mathematical achievement, spatial visualization and affective factors, American Educational Research Journal, Volume 14, 1977, pp. 51-71
• Fennema, Sherman: Sex-related differences in mathematical achievement and related factors: A further study, Journal for Research in Mathematics Education, Volume 9, 1978, pp. 189-203
• Fennema, P. Wolleat, JD Pedro, AD Becker: Increasing women's participation in mathematics: an intervention study, Journal of Research in Mathematical Education, Volume 12, 1981, pp. 3-14
• Editor with Gilah Leder : Mathematics and Gender, Teachers College Press 1990
• Thomas P. Carpenter, E. Ansell, ML Franke, E. Fennema, L. Weisbeck: Models of problem solving: A study of kindergarten children's problem-solving processes. Journal for Research in Mathematics Education, Volume 24, 1993, pp. 427-440.
• TP Carpenter, E. Fennema, M. Franke, L. Levi, S. Empson. Children's Mathematics, Second Edition: Cognitively Guided Instruction. Portsmouth, NH: Heinemann, 2014.
• TP Carpenter, Karen Fuson, James Hiebert, Hanlie Murray, Diane Wearne: Making Sense. Teaching and Learning Mathematics with Understanding, Heinemann 1997

literature

• Charlene Morrow, Teri Perl (Ed.), Notable Women in Mathematics, a Biographical Dictionary, Greenwood Press, 1998, pp. 51-56

Individual evidence

1. ↑ Elizabeth Fennema in the Mathematics Genealogy Project (English)