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Raising girls’ participation in A-level mathematics: initial findings from ‘good practice’ case studies

Smith, C; Golding, J; (2015) Raising girls’ participation in A-level mathematics: initial findings from ‘good practice’ case studies. In: Proceedings of the British Society for Research into Learning Mathematics - Feb 2015. (pp. pp. 72-77). British Society for Research in to Learning Mathematics: Dublin, Ireland. Green open access

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Abstract

Fewer girls than boys in England participate in post-compulsory mathematics and the recent increase in popularity of Mathematics and Further Mathematics (FM) at age 16 has not changed the gender balance. Previous studies have shown the significance to girls of their mathematics lessons and teachers, of discursive co-constructions of masculinity and mathematics, of the range of careers associated with mathematics and science, and family ‘science capital’. This study identified four case-study schools and one Further Education (FE) college with unusually high participation by girls in mathematics A-level. Focus groups and lesson observations were used to explore factors relevant to girls’ participation. Common factors were: preparation for demanding mathematics during key stage 4, 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. Messages about FM were more restrictive but emphasised interest over unusual ability.

Type: Proceedings paper
Title: Raising girls’ participation in A-level mathematics: initial findings from ‘good practice’ case studies
Event: British Society for Research into Learning Mathematics - Feb 2015
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.bsrlm.org.uk/wp-content/uploads/2016/02...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: gender; post-compulsory; participation
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/1476786
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