id: 06649313
dt: a
an: 2016f.00373
au: Smith, Cathy; Golding, Jennie
ti: Raising girls’ participation in A-level mathematics: initial findings
from ‘good practice’ case studies.
so: Adams, G. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day
conference, St. Patrick’s College, Dublin, Ireland, February 28,
2015. London: British Society for Research into Learning Mathematics
(BSRLM). 72-77 (2015).
py: 2015
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: C64 D34
ut: gender; post-compulsory; participation; choices; educational research; case
studies; A-level; further mathematics; encouragement
ci:
li: http://www.bsrlm.org.uk/IPs/ip35-1/BSRLM-IP-35-1-13.pdf
ab: Summary: 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.
rv: