Smith, C; Golding, J; (2018) Schools’ Strategies for Promoting Girls’ Participation in Mathematics. In: Bergqvist, E and Osterholm, M and Granberg, C and Sumpter, L, (eds.) Proceedings of 42nd Conference of the International Group for the Psychology of Mathematics Education. (pp. pp. 211-218). PME: Umeå, Sweden.

Preview

Text Smith_Golding accepted Strategies for promoting girls participation.pdf - Accepted Version Download (261kB) | Preview

Abstract

Fewer girls than boys in England participate in post-compulsory mathematics. Previous studies have shown the significance to girls of their mathematics lessons and teachers, of cultural constructions of gender and mathematics, of career perceptions and family ‘science capital’. A multiple case-study project investigated institutions with unusually high participation by girls in mathematics. Focus groups and lesson observations were used to explore school pedagogy and culture. Common factors were: early preparation for demanding mathematics, a departmental ethos which encouraged student-teacher interactions in and out of lessons, teachers who explicitly and repeatedly confirmed that girls would succeed at mathematics A-level, appreciation of mathematics as opening doors to many careers.

Download activity - last month

Export as JSONCSVXML

Download activity - last 12 months

Export as JSONCSVXML

Downloads by country - last 12 months

Export as XMLCSVJSON

Archive Staff Only

View Item