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.
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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.
| Type: | Proceedings paper |
|---|---|
| Title: | Schools’ Strategies for Promoting Girls’ Participation in Mathematics |
| Event: | 42nd Conference of the International Group for the Psychology of Mathematics Education (PME 42) |
| Location: | Umeå, Sweden |
| Dates: | 03 July 2018 - 08 July 2018 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.pme42.se/ |
| Language: | English |
| Additional information: | Articles published in the Proceedings are copyrighted by the authors. Permission to reproduce an article or portions from an article must be obtained from the author. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10061289 |
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