girls and mathematics

© Crown copyright 2008

Girls and Mathematics

Developing effective teaching to raise attainment of girls in mathematics

Stephen Carlsson (Regional Advisor for mathematics – National Strategies)

Debbie Fisher and Teresa Hill (Primary mathematics consultants for Bexley)


Aims:• To identify and share best practice in

planning for the teaching of girls in mathematics

• To provide models for schools to enable teachers to plan and teach effective work relating to raising attainment of girls in Mathematics


Session 1


KS1 Level 2c to KS2 Level 4

Year 2005 2006 2007 2008

Boys 45.3 47.6 52.9 55.6

Girls 40.8 40.7 44.5 48.3

Difference 4.5 6.9 8.4 7.4

National Data


KS1 Level 2b to KS2 Level 4

Year 2005 2006 2007 2008

Boys 76.9 76.7 81.7 83.5

Girls 75.0 73.0 77.1 79.1

Difference 1.9 3.7 4.6 4.4

National Data


KS1 Level 3 to KS2 Level 5

Year 2005 2006 2007 2008

Boys 75.2 76.2 77.6 77.6

Girls 70.5 70.9 72.2 71.3

Difference 4.7 5.3 5.4 6.4

National Data


Bexley data

Percentage achieving 2 levels progress in mathematics

2004 2005 2006 2007 2008 2009unvalidated

% increase 04-09

Boys 75 74 77 81 82 82 +7

Girls 72 72 73 76 79 80 +8

Difference -3 -2 -4 -5 -3 -2 +1


Bexley data

Percentage of children achieving level 4+ in KS2

2004 2005 2006 2007 2008 2009unvalidated

% Increase

04-09

Boys 71 74 76 79 81 82 +11Girls 72 74 74 78 79 81 +9Difference +1 0 -2 -1 -2 -1 -2


Bexley data

Percentage of children achieving Level 5+ in KS2

2005 2006 2007 2008 2009unvalidated

% increase 05-09

Boys 31 36 38 39 42 +11

Girls 29 31 30 31 37 +8

Difference -2 -5 -8 -8 -5 -3


Profile of Girls Under Achieving in Mathematics

Think about a group of girls who you might identify as under achieving.

•What are their common characteristics? •What is it they can or can’t do in mathematics?


‘Making Good Progress’Characteristics of ‘slow moving’ pupils - often girls

generally well behaved and have a positive approach

to learning

tend to work on their own

sit with their hand up, but not

always noticed

lack self confidence

judge how good they are by the

number of ticks and crosses in their

books

don’t like answering

questions in front of the class

produce neat work that was set out in the required way

usually persevere with the task set, especially when it is routine and of limited challenge


Discussion: Initial thoughts…

• What makes the girls like this? • What could the influences be on their

attitude towards mathematics?• Why might these be the obstacles to their

learning?• What changes might need to be made to

teaching and learning?


Session 2


What does the article say about…

• Expectations• Learning Styles• Teaching Approaches• Grouping of Children• Confidence, Attitudes, Behaviour• Effective Solutions


Session 3


Strategies to encourage and motivate girls

1. Collaborative work 2. Groupings3. Real life links---------------------------------------4. Questioning techniques5. Answering strategies6. Speaking and listening activities


Group Problem Solving(collaborative work)


Real Life Links

• Incorporating maths objectives into a topic or real-life event – e.g.: Christmas or fundraising activities

• Linking particular activities to real-life situations – e.g.: using a number line, linked to shopping (making it pink and fluffy!)


Maddie is going on holiday, she can only fit the following items into her suitcase.How many different outfits can she makeusing these items?

http://images.google.co.uk/imgres?imgurl=http://images2.pacsun.com/is/servlet/izoom/PacSunProducts/2347540_01%3F%24cj_product%24&imgrefurl=http://www.casual-fashions-for-guys-girls.age2shop.com/Hurley.html&h=340&w=270&sz=27&hl=en&start=2&um=1&usg=__LHgnD5MMKrIZxtct-KZThY-gvYY=&tbnid=fEvKI8SVWZ4qYM:&tbnh=119&tbnw=95&prev=/images%3Fq%3Dgirls%2Bskirts%26um%3D1%26hl%3Den%26rlz%3D1T4SUNA_enGB240GB240%26sa%3DN

http://images.google.co.uk/imgres?imgurl=http://www.lakewoodconferences.com/direct/dbimage/50279393/Skirt.jpg&imgrefurl=http://www.lakewoodconferences.com/catalog/69/228/page5/&h=360&w=360&sz=35&hl=en&start=3&um=1&usg=__JqW1iqWL4iq_HFAR2o1LQ1j19zM=&tbnid=oASXAC3jDowVaM:&tbnh=121&tbnw=121&prev=/images%3Fq%3Dgirls%2Bskirts%26um%3D1%26hl%3Den%26rlz%3D1T4SUNA_enGB240GB240%26sa%3DN

http://images.google.co.uk/imgres?imgurl=http://www.germes-online.com/direct/dbimage/50198324/Girls__Stretch_Ringspun_Denim_Skirts.jpg&imgrefurl=http://www.germes-online.com/catalog/69/238/page10/jeans.html&h=360&w=360&sz=20&hl=en&start=10&um=1&usg=__3wJqVfRM0_eESqk9Ml7l1xDbn-8=&tbnid=yxcPfZ4wFERPHM:&tbnh=121&tbnw=121&prev=/images%3Fq%3Dgirls%2Bskirts%26um%3D1%26hl%3Den%26rlz%3D1T4SUNA_enGB240GB240%26sa%3DN

http://images.google.co.uk/imgres?imgurl=http://www.pokkadots.com/images/products/detail/ID-PRS_dt.jpg&imgrefurl=http://www.pokkadots.com/babyclothes/rockstar-tee.html&h=190&w=208&sz=12&hl=en&start=13&um=1&usg=__RzNTLlq0iAt0kDhnMdeXaeQ8CJ8=&tbnid=xUa09FZtQhtkxM:&tbnh=96&tbnw=105&prev=/images%3Fq%3Dgirls%2Bt-shirts%26um%3D1%26hl%3Den%26rlz%3D1T4SUNA_enGB240GB240%26sa%3DN


Aspects of Learning

Enquiry• Ask questions• Pose problems• Plan what to do• Predict outcomes

Problem Solving• Develop skills and strategies that will help them to solve problems they face in learning and life• Identify and understand problem• Plan ways to tackle and solve problem• Monitor progress and review solution

Creative Thinking• Provide opportunities to generate and extend ideas• Suggest hypotheses• Apply imagination• Look for alternative outcomesInformation

Processing• Locate and collect information/data• Sort, classify, sequence, compare, contrast and analyse

Reasoning• Explain reasoning• Give evidence• Make deductions• Use precise language

Evaluation• Evaluate information• Develop criteria for judging value of own or others work and/or ideas

Self-awareness• Children know how they learn and use this to organise and plan their learning

Managing Feelings

• Demonstrate resilience in the face of difficulty

Motivation• Take an active and enthusiastic part in learning• Autonomous, derive pleasure from learning• Set own goals, focus, concentrate, persist• Develop independence, resourcefulness and personal organisation

Empathy• Understand and value different approaches and solutions

Social Skills• Take an active part in a group• Communicate, negotiate, resolve differences and support the learning of others

Communication•Speaking, listening, reading and writing


Session 4


Strategies to encourage and motivate girls

1. Collaborative work 2. Groupings3. Real life links---------------------------------------4. Questioning techniques5. Answering strategies6. Speaking and listening activities


Gender differences in mathematics workshop –follow up taskComplete a Lesson study focused on girls attainment in mathematics with a partner teacher in the school.

Choose one or more of the strategies to encourage and motivate girls focused on at the workshop (collaborative work, groupings, real life problems, questioning techniques, answering techniques and/or speaking and listening activities).

Plan a lesson or guided group session with your partner that incorporates the strategy/strategies and decide which of you will teach the lesson.

Select some girls with different personality characteristics in the chosen class who you will focus the observations on.

One person teaches the lesson while the other person observes the impact on the learning of the girls.

Discuss the outcomes of the lesson and the impact on the learning of the identified girls immediately after the lesson.

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