
06649313
a
2016f.00373
Smith, Cathy
Golding, Jennie
Raising girls' participation in Alevel mathematics: initial findings from `good practice' case studies.
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). 7277 (2015).
2015
London: British Society for Research into Learning Mathematics (BSRLM)
EN
C64
D34
gender
postcompulsory
participation
choices
educational research
case studies
Alevel
further mathematics
encouragement
http://www.bsrlm.org.uk/IPs/ip351/BSRLMIP35113.pdf
Summary: Fewer girls than boys in England participate in postcompulsory 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 coconstructions of masculinity and mathematics, of the range of careers associated with mathematics and science, and family `science capital'. This study identified four casestudy schools and one Further Education (FE) college with unusually high participation by girls in mathematics Alevel. 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 studentteacher interactions in and out of lessons, teachers who explicitly and repeatedly confirmed that girls would succeed at mathematics Alevel, appreciation of mathematics as opening doors to many careers. Messages about FM were more restrictive but emphasised interest over unusual ability.