High -achieving high school girls' positive attitudes toward mathematics: Four portraits

The mathematics gender gap that grows as girls age has received attention by researchers from many disciplines for over 25 years. The major factors cited in the research are biological ability differences, social and environmental differences, learner variables, and the discipline and teaching of mathematics. These factors have been explored as contributors to females' lack of success and negative feelings about mathematics. However, there are females who are successful and have positive feelings about mathematics. The purpose of the study is to explore the elements that contribute to some young women's positive feelings about mathematics.;A qualitative study design is used based on in-depth interviews with four female high school seniors, their parents, and their Calculus BC teacher. Portraits are presented that include the girls' family, peers, educational experiences, relationships with mathematics, learner behaviors and preferences, beliefs about the teaching and learning of mathematics, and beliefs about gender and learning.;The girls shared an appreciation of the beauty of mathematics, supportive parents, and a belief that women can and should achieve in all areas. Three of the girls shared fathers who are passionate about math and supportive of their daughters' interest in math. The girls can be separated into pairs based on the ways that they prefer to learn.