Some elementary school mathematics textbooks differentiate between fractions and fractional numerals; others differentiate between fractions and fractional numbers. In the former case a fraction is considered a number, and in the latter case a fraction is considered a numeral.
Open sentences such as 21 + N = 59, 9 + N = 17, 18 − N = 9, and so on, occur regularly in elementary school mathematics textbooks. Children learn to solve sentences such as 9 + 6 = N and 38 − 19 = N, where the placeholder is by itself on one side of the equality sign, much earlier than open sentences where the placeholder is in a different position such as 14 − N = 8 or N + 17 = 56. Children's performance is not easily predicted when open sentences of the latter forms are involved. For example, it is not clear which, if any, of the open sentences 24 + N = 58, N + 24 = 58, 58 − N = 24, or N − 24 = 34 children have the most difficulty solving. Which would you predict?
Don't close your eyes. It won't go away. Subtle sex bias in elementary schools isn't likely to disappear unless you do something about it. One way to begin is by recognizing that sex stereotyping may exist in the instructional materials used in elementary schools, or more specifically within elementary school mathematics textbooks.
A study to analyze the adequacy of elementary school mathematics textbooks - Based on the unit structure and vocabulary -
