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Smith, Cathy and Golding, Jennie
(2018).
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 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.
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- Item ORO ID
- 56555
- Item Type
- Conference or Workshop Item
- ISBN
- 91-7601-905-5, 978-91-7601-905-4
- Academic Unit or School
-
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Mathematics and Statistics
Faculty of Science, Technology, Engineering and Mathematics (STEM) - Research Group
-
eSTEeM
Education - Copyright Holders
- © 2018 The Authors
- Related URLs
- Depositing User
- Cathy Smith