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What do you wonder?
What do you notice?
https://www.nytimes.com/2019/04/04/learning/whats-going-on-in-this-graph-april-10-2019.html
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#MEIConf2019These graphs show the sonic “fingerprints” of the
Top 10 summer hits for eight years, selected from
the fingerprints for 1988 - 2018.
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What do you wonder?
What do you notice?
https://www.nytimes.com/2019/04/04/learning/whats-going-on-in-this-graph-april-10-2019.html
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RACHEL BEDDOES
@GirlsCount_2NATALIE VERNON
@NatalieV_MEI
CATHERINE VAN-SAARLOOS
@CoreMathsCat
APPEALING TO GIRLS
RAISING PARTICIPATION AT LEVEL 3
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#MEIConf20191 CURRENT STATE OF PLAY
2 INFLUENCES ON UPTAKE
3 RESEARCH SHOWS….
4 STRATEGIES
5 GOING FORWARD
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What do you think are 4 most
popular A level subject choices?
A) For girls
B) For boys
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Source: https://www.jcq.org.uk/examination-results/a-levels/2018/main-results-tables
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Prior attainment
Relative attainment – girls as ‘all-rounders’ issue
Enjoyment
More influential with girls than boys
Perceived competence
Self concept lower in girls
Utility of maths
Advice and encouragement
Interest in maths
Factors affecting participation in Level 3 maths
Gender and participation in mathematics and further mathematics A-levels: a literature review.
Cathy Smith IOE UCL
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What do you notice?
What do you wonder?
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Confidence and Competence with Mathematical Procedures Colin Foster
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“Girls from year 8 onwards consistently under-rate
their performance in mathematics, both overall and
on particular tasks.
Since students with a high self-concept are more
likely to continue with mathematics, this reduces
girls’ participation at 16.”
Gender and participation in mathematics A-level Cathy Smith
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“By year 10 boys’ calibration accuracy correlated
with their self-concept in mathematics while girls’
did not: they still undervalued themselves.
This matters because both accuracy and self-
concept are correlated with intention to continue
and girls are not experiencing the motivating
effect of accurately judging their own
performances.”
Gender and participation in mathematics A-level Cathy Smith
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“It would be better not to know so many things
than to know so many things that are not so.” Felix Okoye
Completely
unsure
Completely
sure
0 10
• Correct answers are worth their confidence score
in points
• Incorrect answers score the NEGATIVE of their
confidence score in points
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Question 1
A school has 30 students studying A level Maths, 10
students studying Core Maths and 5 students studying AS
level Statistics in the baseline
In academic year 2018 to 2019, they have 25 students
studying A level Maths, 15 students studying Core Maths
and 10 students studying AS level Statistics
How much money will they get from the AMP (Advanced
Maths Premium)?
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Question 2
Each awarding organisation is allowed to
choose its own content for Level 3 Core Maths.
Some of the content can be from GCSE maths,
with the rest being Level 3 content.
To the nearest 5%, what is the maximum
percentage of content which can be from the
GCSE Higher course?
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Question 3
The following A levels have guidelines for the
amount of mathematical content they must
contain. What is the % for each?
Biology PE
Geography Economics
Psychology Business
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Answers
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#MEIConf2019
Question 1
A school has 30 students studying A level Maths, 10
students studying Core Maths and 5 students studying AS
level Statistics in the baseline
In academic year 2018 to 2019, they have 25 students
studying A level Maths, 15 students studying Core Maths
and 10 students studying AS level Statistics
How much money will they get from the AMP (Advanced
Maths Premium)?
5 x £600 = £3000
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Question 2
Each awarding organisation is allowed to
choose its own content for Level 3 Core Maths.
Some of the content can be from GCSE maths,
with the rest being Level 3 content.
To the nearest 5%, what is the maximum
percentage of content which can be from the
GCSE Higher course?
80%
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Question 3
The following A levels have guidelines for the
amount of mathematical content they must
contain. What is the % for each?
Biology PE
Geography Economics
Psychology Business
Biology 10%
Geography 50%
Psychology 10%
PE 5%
Economics 20%
Business 10%
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About MEI Registered charity committed to improving
mathematics education
Independent UK curriculum development body
We offer continuing professional development
courses, provide specialist tuition for students
and work with employers to enhance
mathematical skills in the workplace
We also pioneer the development of innovative
teaching and learning resources