Elizabeth Fennema

Elizabeth Hammer Fennema is professor emerita of mathematics education at the University of Wisconsin-Madison and is a 2021 recipient of NCTM's Lifetime Achievement Award.

Selected Publications

Books

Carpenter, T. P., Fennema, E., Franke, M. L., Empson, S. B., & Levi, L. (1999). Children’s mathematics: Cognitively guided instruction. Heinemann and NCTM.

Fennema, E. (Ed.) & Romberg, T. A. (Ed.). (1999). Mathematics classrooms that promote understanding. Lawrence Erlbaum Associates, Inc.

Fennema, E. & Nelson, B. S. (Eds.) (1997). Mathematics teachers in transition. Lawrence Erlbaum Associates.

Hiebert, J., Carpenter, T., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., & Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Heinemann.

Secada, W. G., Fennema, E., & Adajian, L. B. (Eds.) (1995). New directions for equity in mathematics education. Cambridge University Press and NCTM.

Carpenter, T. P., Fennema, E., & Romberg, T. A. (Eds.) (1993). Rational numbers: An integration of research. Lawrence Erlbaum Associates.

Romberg, T. A., Fennema, E., & Carpenter, T. P. (Eds.). (1993). Integrating research on the graphical representation of functions. Lawrence Erlbaum Associates.

Fennema, E., Carpenter, T. P., & Lamon, S. (Eds.) (1991). Integrating research on teaching and learning mathematics. State University of New York Press.

Fennema, E. (Ed.) & Leder, G. C. (Ed.). (1990). Mathematics and gender. Teachers College Press.

Fennema, E. (Ed.) (1981). Mathematics education research: Implications for the 80’s. ASCD and NCTM.

Book Chapters

Carpenter, T. P., Fennema, E., Fuson, K., Hiebert, J., Human, P., Murray, H., Olivier, A., & Wearne, D. (1999). Learning basic number concepts and skills as problem solving. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding, pp. 45-61. Lawrence Erlbaum Associates.

Franke, M., Fennema, E., & Carpenter, T. (1997). Changing teachers: Interactions between beliefs and classroom practice. In E. Fennema & B. S. Nelson (Eds.), Mathematics teachers in transition. Lawrence Erlbaum Associates.

Carey, D. A., Fennema, E., Carpenter, T. P., & Franke, M. L. (1995). Equity and mathematics education. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 93-125). Cambridge University Press and NCTM.

Fennema, E. (1996). Mathematics, gender, and research. In G. Hanna (Ed.), Towards gender equity in mathematics education. New ICMI Study Series, vol 3. Springer. https://doi.org/10.1007/0-306-47205-8_2

Romberg, T. A., Carpenter, T. P., Fennema, E. (1993). Toward a common research perspective. In T. A. Romberg, E. Fennema, & T. P. Carpenter (Eds.), Integrating research on the graphical representation of functions, pp. 1-9. Lawrence Erlbaum Associates.

Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 147-164). Macmillan Publishing Co, Inc.

Carpenter, T. P. & Fennema, E. (1991). Research and cognitively guided instruction. In E. Fennema, T. P. Carpenter, & S. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 1-16). State University of New York Press.

Fennema, E. (1989). The study of affect and mathematics: A proposed generic model for research. In D. B. McLeod & V. M. Adams (Eds.), Affect and mathematical problem solving. Springer. https://doi.org/10.1007/978-1-4612-3614-6_14

Fennema, E. (1975). Mathematics, spatial ability and the sexes. In E. Fennema (Ed.), Mathematics: What research says about sex differences. Columbus, Ohio: ERIC Science, Mathematics and Environmental Education Clearinghouse in cooperation with Center for Science and Mathematics Education.

Journal Articles

Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653-689. https://doi.org/10.3102/00028312038003653

Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E., & Empson, S. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 29(1), 3-20. https://doi.org/10.2307/749715

Fennema, E. (1998). What affirmative action has contributed to educational research. Educational Researcher, 27(9), 5-6. https://doi.org/10.3102/0013189X027009005

Fennema, E. & Carpenter, T. P. (1998). New perspectives on gender differences in mathematics: An introduction. Educational Researcher, 27(5), 4-5. https://doi.org/10.3102/0013189X027005004

Fennema, E., Carpenter, T. P., & Jacobs, V. R. (1998). New perspectives on gender differences in mathematics: A reprise. Educational Researcher, 27(5), 19-21. https://doi.org/10.3102/0013189X027005019

Fennema, E., Carpenter, T. P., Jacobs, V. R., Franke, M. L., & Levi, L. W. (1998). A longitudinal study of gender differences in young children’s mathematical thinking. Educational Researcher, 27(5), 6-11. https://doi.org/10.3102%2F0013189X027005006

Franke, M. L., Carpenter, T., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ self-sustaining, generative change in the context of professional development. Teaching and Teacher Education, 14(1), 67-80. https://doi.org/10.1016/S0742-051X(97)00061-9

Fuson, K. C., Wearne, D., Hiebert, J. C., Murray, H. G., Human, P. G., Olivier, A. I., Carpenter, T. P., & Fennema, E. (1997). Children’s conceptual structures for multidigit numbers and methods of multidigit addition and subtraction. Journal for Research in Mathematics Education, 28(2), 130-162. https://doi.org/10.2307/749759

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1997). Making mathematics problematic: A rejoinder to Prawat and Smith. Educational Researcher, 26(2), 24-26. https://doi.org/10.3102/0013189X026002024

Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403-434. https://doi.org/10.2307/749875

Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 97(1). https://doi.org/10.1086/461846

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4) 12-21. https://doi.org/10.3102%2F0013189X025004012

Tartre, L. A. & Fennema, E. (1995). Mathematics achievement and gender: A longitudinal study of selected cognitive and affective variables. Educational Studies in Mathematics, 28, 199-217. https://doi.org/10.1007/BF01274173

Fennema, E. & Hart, L. E. (1994). Gender and the JRME. Journal for Research in Mathematics Education, 25(6), 648-659. https://doi.org/10.2307/749577

Frost, L. A., Hyde, J. S., & Fennema, E. (1994). Gender, mathematics performance, and mathematics-related attitudes and affect: A meta-analytic synthesis. International Journal of Educational Research, 21(4), 373-385. https://doi.org/10.1016/S0883-0355(06)80026-1

Carpenter, T. P., Ansell, E., Franke, M. L., Fennema, E., & Weisbeck, L. (1993). Models of problem-solving: A study of kindergarten children’s problem-solving processes. Journal for Research in Mathematics Education, 24(5), 428-441. https://doi.org/10.2307/749152

Fennema, E., Franke, M. L., Carpenter, T. P., & Carey, D. A. (1993). Using children’s mathematical knowledge in instruction. American Educational Research Journal, 30(3), 555-583. https://doi.org/10.3102%2F00028312030003555

Carpenter, T. P. & Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. International Journal of Educational Research, 17(5), 457-470. https://doi.org/10.1016/S0883-0355(05)80005-9

Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C. A. (1990). Teachers’ attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21, 55-69. https://doi.org/10.1007/BF00311015

Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107(2), 139-155. https://psycnet.apa.org/doi/10.1037/0033-2909.107.2.139

Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly, 14(3), 299-324. https://doi.org/10.1111%2Fj.1471-6402.1990.tb00022.x

Peterson, P. L., Carpenter, T., & Fennema, E. (1989). Teachers’ knowledge of students’ knowledge in mathematics problem solving: Correlational and case analyses. Journal of Educational Psychology, 81(4), 558-569. https://psycnet.apa.org/doi/10.1037/0022-0663.81.4.558

Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1988). Teachers’ pedagogical content knowledge of students’ problem solving in elementary arithmetic. Journal for Research in Mathematics Education, 19(5), 385-401. https://doi.org/10.2307/749173

Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C-P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499-531. https://doi.org/10.3102%2F00028312026004499

Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers' pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1). https://doi.org/10.1207/s1532690xci0601_1

Fennema, E. & Peterson, P. L. (1986). Teacher-student interactions and sex-related differences in learning mathematics. Teaching and Teacher Education, 2(1), 19-42. https://doi.org/10.1016/0742-051X(86)90003-X

Fennema, E. (1985). Explaining sex-related differences in mathematics: Theoretical models. Educational Studies in Mathematics, 16, 303. https://doi.org/10.1007/BF00776735

Fennema, E. & Peterson, P. L. (1985). Autonomous learning behavior: A possible explanation of sex-related differences in mathematics. Educational Studies in Mathematics, 16, 309-311. https://doi.org/10.1007/BF00776738

Fennema, E. & Tartre, L. A. (1985). The use of spatial visualization in mathematics by girls and boys. Journal for Research in Mathematics Education, 16(3), 184-206. https://doi.org/10.2307/748393

Peterson, P. L. & Fennema, E. (1985). Effective teaching, student engagement in classroom activities, and sex-related differences in learning mathematics. American Educational Research Journal, 22(3), 309-325. https://doi.org/10.3102%2F00028312022003309

Fennema, E. & Carpenter, T. P. (1981). Sex-related differences in mathematics: Results from national assessment. The Mathematics Teacher, 74(7), 554-559. https://doi.org/10.5951/MT.74.7.0554

Fennema, E. (1981). Women and mathematics: Does research matter? Journal for Research in Mathematics Education, 12(5), 380-385. https://doi.org/10.2307/748838

Fennema, E., Wolleat, P. L., Pedro, J. D., & Becker, A. D. (1981). Increasing women’s participation in mathematics: An intervention study. Journal for Research in Mathematics Education, 12(1), 3-14. https://doi.org/10.2307/748654

Pedro, J. D., Wolleat, P., Fennema, E., & Becker, A. D. (1981). Election of high school mathematics by females and males: Attributions and attitudes. American Educational Research Journal, 18(2), 207-218. https://doi.org/10.3102/00028312018002207

Wolleat, P. L., Pedro, J. D., Becker, A. D., Fennema, E. (1980). Sex differences in high school students causal attributions of performance in mathematics. Journal for Research in Mathematics Education, 11(5), 356-366. https://doi.org/10.2307/748626

Fennema, E. (1979). Women and girls in mathematics--equity in mathematics education. Educational Studies in Mathematics, 10, 389-401. https://doi.org/10.1007/BF00417086

Fennema, E. H. & Sherman, J. A. (1978). Sex-related differences in mathematics achievement and related factors: A further study. Journal for Research in Mathematics Education, 9(3), 189-203. https://doi.org/10.2307/748997

Sherman, J. A. & Fennema, E. (1978). Distribution of spatial visualization and mathematical problem solving scores: A test of Stafford’s x-linked hypotheses. Psychology of Women Quarterly, 3(2), 157-167. https://doi.org/10.1111/j.1471-6402.1978.tb00531.x

Fennema, E. & Sherman, J. A. (1977). Sexual stereotyping and mathematics learning. The Arithmetic Teacher, 24(5), 369-372. https://doi.org/10.5951/AT.24.5.0369

Fennema, E. & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization, and affective factors. American Educational Research Journal, 14(1), 51-71. https://doi.org/10.3102/00028312014001051

Sherman, J. & Fennema, E. (1977). The study of mathematics by high school girls and boys: Related variables. American Educational Research Journal, 14(2), 159-168. https://doi.org/10.3102/00028312014002159

Fennema, E. & Sherman, J. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes towards the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326. https://doi.org/10.2307/748467

Fennema, E. & Sherman. (1976). J. Fennema-Sherman mathematics attitudes scales. JSAS Catalog of Selected Documents in Psychology, 6(1), 31.

Fennema, E. (1974). Mathematics learning and the sexes: A review. Journal for Research in Mathematics Education, 5(3), 126-139. https://doi.org/10.2307/748949

Fennema, E. (1974). Sex differences in mathematics-learning: Why??? The Elementary School Journal, 75(3), 183-190. https://doi.org/10.1086/460891

Fennema, E. H. (1972). Models and mathematics. The Arithmetic Teacher, 19(8), 635-640. https://doi.org/10.5951/AT.19.8.0635

Fennema, E. H. (1972). The relative effectiveness of a symbolic and a concrete model in learning a selected mathematical principle. Journal for Research in Mathematics Education, 3(4), 233-238. https://doi.org/10.2307/748490

Theses

Fennema, E. H. (1969). A study of the relative effectiveness of meaningful concrete and a meaningful symbolic model in learning a selected mathematical principle. [Unpublished doctoral dissertation, University of Wisconsin].

Other

Fennema, E. (2000). Gender and mathematics: What is known and what do I wish was known? Talk prepared for the Fifth Annual Forum of the National Institute for Science Education, May 22-23, 2000, Detroit, MI.