Educators have noticed that some students respond to exercises requiring mathematical calculations with numerical answers that are not correct and far from realistic. These student solutions are often given without further comment or calculation by the students and seem to such avoidance by the students to engage with the numerical calculations. Anecdotal evidence, by these educators, suggest that such responses are more prevalent from female and underrepresented minority groups — raising the question of whether demographics play a role in a students’ approach to numerical problems. Researchers have searched for existing work in this area and find that there are gaps in reports on factors that may contribute to students’ decision to avoid math in their problem solving and a lack of research on how to support students who respond in these ways. Further focus on previous studies on female and underrepresented minority students is undertaken and shared through this document with the intent of sharing these findings and determine the gaps for work that may be done in this crucial area.


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Lucietto, A. M., & Taleyarkhan, M. R., & Hobson, N., & Azevedo, T. M. (2020, June), Math Anxiety: Engineering Technology Students' Problem Solving Through Rational or Experiential Contexts Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34955