@MEIConference #MEIConf2019

#MEIConf2019

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

#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

#MEIConf2019

RACHEL BEDDOES

@GirlsCount_2NATALIE VERNON

@NatalieV_MEI

CATHERINE VAN-SAARLOOS

@CoreMathsCat

APPEALING TO GIRLS

RAISING PARTICIPATION AT LEVEL 3

#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

#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

#MEIConf2019

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%

#MEIConf2019

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