Most assignments of sex to roles in elementary school mathematics text-books are made using story problems. Since such problems are usually fict itious, producing a nonsexist mathematicstextbook is a relatively easy task. (A textbook on the Uni ted States presidency is not afforded such luxury.)
The purpose of this article is to supply the reader with two sets of data, along with an invitation to ponder a question: Do textbook practices significantly affect achievement in traditional mathematical problem solving?
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