List of Tables and Extracts
List of Tables
Table 1 / Number of AS entries for 2004/05 cohort of students across a range of subjects / page 12Table 2 / Number of boys and girls being entered for a range of AS subjects in 2004/05 / page 12
Table 3 / Summary of potential research questions arising from the literature review / page 72-73
Table 4 / Questions arising from the literature which can be included as part of the main research questions / page 75-76
Table 5 / Questions emerging from the literature which cannot be justified as part of this study / page 78-79
Table 6 / Types of state secondary school in Wales / page 97
Table 7 / GCSE attainment in English and Welsh medium schools for 2006 / page 100
Table 8 / AS level attainment in English and Welsh medium schools for 2006 / page 101
Table 9 / Comparison of girls’ and boys’ AS level attainment by English and Welsh medium schools for 2006 / page 101
Table 10 / Comparison of girls’ and boys’ AS level attainment by English and Welsh medium schools for 2006 / page 104
Table 11 / Number of girls and boys being entered for subjects in English and Welsh medium schools in 2006 / page 105
Table 12 / Research designs often used by similar investigations / page 118
Table 13 / Summary of the advantages and disadvantages of certain research instruments / page 125
Table 14 / A justification of the relationship between the student questionnaire items and the literature questions / page 142-145
Table 15 / A justification of the relationship between the teacher questionnaire items and the questions emerging from the literature / page 149-150
Table 16 / A justification of the relationship between the LEA questionnaire items and the questions emerging from the literature / page 154-155
Table 17 / Schools used in group interviews and observations / page 190
Table 18 / Percentages of students completing and returning questionnaires with n=712 / page 196
Table 19 / Percentages of students studying and not studying mathematics AS with n=712 / page 197
Table 20 / Percentage participating from each type of school with n=712 / page 198
Table 21 / Percentage of students studying/not studying mathematics AS level with n=712 / page 198
Table 22 / Percentage of students who felt anxious when studying mathematics by gender with n=712 / page 199
Table 23 / Percentage of students who felt anxious during mathematics according to type of school and by gender with n=712 / page 200
Table 24 / Percentage of student response to statement listed in question 6 by gender with n=712 / page 201
Table 25 / Percentage of student response to statement listed in question 6 according to type of school and by gender with n=712 / page 202
Table 26 / Percentage of student descriptions about mathematics according to type of school and by gender with n=712 / page 473-474, appendix 20
Table 27 / Percentage of student response to perception of mathematics by gender with n=712 / page 203
Table 28 / Percentage of student response to perception of mathematics according to type of school and by gender with n=712 / page 204
Table 29 / Percentage of student response to statement regarding suitability of male and female brains to mathematics by gender with n=712 / page 205
Table 30 / Percentage of student response to statement regarding suitability of male and female brains to mathematics according to type of school and by gender with n=712 / page 206
Table 31 / Percentage of students who thought that either understanding or working at speed was the most important aspect of mathematics by gender with n=712 / page 207
Table 32 / Percentage of students who thought that either understanding or working at speed was the most important aspect of mathematics according to type of school and by gender with n=712 / page 208
Table 33 / Percentage of student response regarding teacher attention in mathematics by gender with n=712 / page 209
Table 34 / Percentage of student response regarding teacher attention in mathematics according to type of school and by gender with n=712 / page 210
Table 35 / Percentage of students by preferred method of working in mathematics by gender with n=712 / page 211
Table 36 / Percentage of students by preferred method of working in mathematics according to type of school and by gender with n=712 / page 212
Table 37 / Percentage of students who felt teachers responded differently to male and female pupils in mathematics by gender with n=712 / page 213
Table 38 / Percentage of students who felt teachers responded differently to male and female pupils in mathematics according to type of school and by gender with n=712 / page 214
Table 39 / Percentage of students who preferred certain teaching methods in mathematics by gender with n=712 / page 215
Table 40 / Percentage of students who preferred certain teaching methods in mathematics according to type of school and by gender with n=712 / page 216
Table 41 / Percentage of students who felt mathematics was enjoyable by gender with n=712 / page 216
Table 42 / Percentage of students who felt mathematics was enjoyable by type of school with n=712 / page 217
Table 43 / Percentage of students who felt mathematics was enjoyable according to type of school and by gender with n=712 / page 218
Table 44 / Percentage of students studying mixed science and arts AS levels by gender with n=712 / page 219
Table 45 / Percentage of students studying mixed science and arts AS levels according to type of school and by gender with n=712 / page 220
Table 46 / Percentage of students who would have opted out of mathematics at year 9 by gender with n=712 / page 221
Table 47 / Percentage of students who would have opted out of mathematics at year 9 according to type of school and by gender with n=712 / page 222
Table 48 / Percentage of student response to ratings of career advice by gender with n=712 / page 223
Table 49 / Percentage of student response to ratings of career advice according to type of school and by gender with n=712 / page 223
Table 50 / Students’ reasons for choosing the AS levels they are studying / page 475-475, appendix 21
Table 51 / Percentage of students who felt stereotypes exist in mathematics textbooks by gender with n=712 / page 224
Table 52 / Percentage of students who felt stereotypes exist in mathematics textbooks according to type of school and by gender with n=712 / page 225
Table 53 / Percentage of students who felt more encouraged by parents at mathematics than other subjects by gender with n=712 / page 226
Table 54 / Percentage of students who felt more encouraged by parents at mathematics than other subjects according to type of school and by gender with n=712 / page 227
Table 55 / Students’ reasons for selecting mathematics AS level / page 477-478, appendix 22
Table 56 / Percentage of students who chose mathematics because it was necessary for future career with n=126 / page 230
Table 57 / Percentage of students who thought they would continue studying mathematics at a level by gender with n=350 / page 231
Table 58 / Percentage of students who thought they would continue with mathematics at a level according to type of school and by gender with n=350 / page 232
Table 59 / Percentage of students who stated that they would like to proceed to university to study a maths-based course by gender with n=350 / page 233
Table 60 / Percentage of students who thought they would study a maths-based course at university according to type of school and by gender with n=350 / page 234
Table 61 / Percentage of students by preferred career option by gender with n=350 / page 235
Table 62 / Percentage of students by preferred career option according to type of school and by gender with n=350 / page 236
Table 63 / Percentage of student responses to opinion towards mathematics AS course so far by gender with n=350 / page 237
Table 64 / Percentage of student responses to opinion towards mathematics AS course so far according to type of school and by gender (n=350) / page 237
Table 65 / Percentage of students predicting certain AS grades by gender with n=350 / page 238
Table 66 / Percentage of students predicting certain AS grades according to type of school and by gender with n=350 / page 239
Table 67 / Percentage of student attitudes towards mathematics AS compared to other as levels by gender with n= 350 / page 240
Table 68 / Percentage of student attitudes towards mathematics AS compared to other as levels according to type of school and by gender with n= 350 / page 240
Table 69 / Percentage of student reasons for not studying mathematics after GCSE by gender with n=362 / page 242
Table 70 / Percentage of student reasons for not studying mathematics after GCSE according to type of school and by gender with n=362 / page 243
Table 71 / Percentage of students who stated that they would like to proceed to university by gender with n= 362 / page 244
Table 72 / Percentage of students who stated that they would like to proceed to university according to type of school and by gender with n= 362 / page 245
Table 73 / Percentage of student response to preferred career choice by gender with n=362 / page 246
Table 74 / Percentage of students by preferred career option according to type of school and by gender with n=350 / page 247
Table 75 / Percentage of student response towards effect of teaching methods on participation in mathematics by gender with n= 362 / page 248
Table 76 / Percentage of student response towards effect of teaching methods on participation in mathematics according to type of school and by gender with n= 362 / page 248
Table 77 / Students’ perceptions of mathematics students / page 478-480, appendix 23
Table 78 / Percentage of students indicating that they wished that they had studied mathematics AS by gender with n= 362 / page 249
Table 79 / Percentage of students indicating that they wished that they had studied mathematics according to type of school and by gender with n= 362 / page 250
Table 80 / Student responses about being set by ability for the first time / page 592, appendix 25
Table 81 / Student responses about anxiety in mathematics / page 593, appendix 25
Table 82 / Student responses about enjoyment of mathematics / page 594, appendix 25
Table 83 / Student responses about ability in mathematics / page 595, appendix 25
Table 84 / Student responses about confidence in mathematics / page 596, appendix 25
Table 85 / Student responses about working in mathematics / page 597, appendix 25
Table 86 / Student responses about stereotypes in mathematics textbooks / page 598, appendix 25
Table 87 / Student responses about encouragement in mathematics / page 599, appendix 25
Table 88 / Student responses about changing mathematics / page 600, appendix 25
Table 89 / Student responses about numbers of students in mathematics classes / page 601, appendix 25
Table 90 / Student responses about teacher retention / page 602, appendix 25
Table 91 / Student responses about teacher gender / page 603, appendix 25
Table 92 / Student responses regarding seating arrangements / page 604, appendix 25
Table 93 / Student responses regarding the numbers of boys and girls in mathematics classes / page 605, appendix 25
Table 94 / Student responses regarding teacher encouragement / page 606, appendix 25
Table 95 / Numbers of boys and girls studying AS level mathematics in participating schools / page 303
Table 96 / Total numbers of boys and girls participating in mathematics AS level / page 304
Table 97 / Number of schools with an equal opportunities policy including gender with n=28 / page 305
Table 98 / Number of schools with an equal opportunities policy including gender according to type of school with n=28 / page 305
Table 99 / Number of school responses regarding the main stimulus for equal opportunities policy according to type of school with n=28 / page 306
Table 100 / Number of schools who felt gender equality is a high priority with n=28 / page 307
Table 101 / Number of schools who analyse examination results by gender with n=28 / page 308
Table 102 / Number of schools who measure value added with n=28 / page 309
Table 103 / Number of schools who are concerned that fewer girls study mathematics as than boys with n=28 / page 310
Table 104 / Number of schools with provisions to promote mathematics as to female pupils with n=28 / page 311
Table 105 / Number of schools with initiatives to address gender differences in mathematics with n=28 / page 313
Table 106 / Number of schools with plans to establish initiatives with n=28 / page 314
Table 107 / Number of schools using certain strategies to address gender issues with n=28 / page 315
Table 108 / School response to guidance from leas regarding gender issues with n=28 / page 316
Table 109 / Number of LEAs with an equal opportunities policy which includes gender with n=9 / page 318
Table 110 / Number of LEA responses regarding the main stimulus for equal opportunities policy with n=9 / page 319
Table 111 / Number of LEAs who have a policy or statement relating solely to gender with n=9 / page 319
Table 112 / Number of LEAs with special responsibility posts or working groups just for gender issues with n=9 / page 320
Table 113 / Number of LEAs who were concerned that fewer girls study mathematics as than boys with n=9 / page 321
Table 114 / Number of LEAs who state that gender issues are a high priority with n=9 / page 321
Table 115 / Number of LEAs with initiatives to encourage girls to study mathematics as level with n=9 / page 322
Table 116 / Number of LEAs with initiatives to address gender differences in mathematics with n=9 / page 323
Table 117 / Number of LEAs with plans to establish initiatives with n=9 / page 324
Table 118 / Number of LEAs that are aware of schools that have established initiatives to encourage girls to study mathematics AS level with n=9 / page 324
Table 119 / Number of LEAs who felt that if more money was available they would establish initiatives to address gender with n=9 / page 325
Table 120 / Number of LEAs who provide certain training for school governors or classroom teachers with n=9 / page 326
Table 121 / Number of LEAs who felt that the national curriculum has had a negative impact on gender equality with n=9 / page 327
Table 122 / Number of LEAs who felt that GCSEs have had a negative impact on gender equality with n=9 / page 327
Table 123 / Number of LEAs who felt that the publication of examination results have had a negative impact on gender equality with n=9 / page 327
Table 124 / Numbers of students in observed mathematics classrooms n=122 / page 329
Table 125 / An analysis of answer and response in observed classes / page 331
Table 126 / The number of boys and girls chosen to answer teacher questions / page 332
Table 127 / Number of boys and girls reprimanded / page 333
Table 128 / Number of pupil elicitations / page 334
Table 129 / A table illustrating the key tendencies of the investigation for research questions 1 and 2 / page 337
Table 130 / A table illustrating the policies and practices which affect participation in mathematics / page 338
List of Extracts
Extract 1 / Girls’ Only Group Interview English Medium School 21 / page 258Extract 2 / Girls’ Only Group Interview Language Streamed School 5 / page 258-259
Extract 3 / Girls’ Only Group Interview Language Streamed School 8 / page 259-260
Extract 4 / Boys’ Only Group Interview English Medium School 21 / page 261-262
Extract 5 / Mixed Group Interview Welsh Medium School 14 / page 262-263
Extract 6 / Mixed Group Interview Welsh Medium School 14 / page 264
Extract 7 / Mixed Group Interview English Medium School 21 / page 266
Extract 8 / Boys’ Only Group Interview Language Streamed School 8 / page 267
Extract 9 / Mixed Group Interview Welsh Medium School 14 / page 268
Extract 10 / Girls’ Only Group Interview English Medium School 24 / page 269
Extract 11 / Mixed Group Interview English Medium School 24 / page 269-270
Extract 12 / Mixed Group Interview Mixed Language School 3 / page 271-272
Extract 13 / Boys’ Only Group Interview Language Streamed School 5 / page 272-273
Extract 14 / Girls’ Only Group Interview Language Streamed School 8 / page 273-274
Extract 15 / Girls’ Only Group Interview English Medium School 21 / page 275
Extract 16 / Boys’ Only Group Interview English Medium School 21 / page 276-277
Extract 17 / Mixed Group Interview Welsh Medium School 14 / page 277-278
Extract 18 / Girls’ Only Group Interviews Welsh Medium School 14 / page 279
Extract 19 / Girls’ Only Group Interview English Medium School 21 / page 280-281
Extract 20 / Boys’ Only Group Interview English Medium School 24 / page 282
Extract 21 / Boys’ Only Group Interview English Medium School 21 / page 282-283
Extract 22 / Girls’ Only Group Interview Language Streamed School 8 / page 283
Extract 23 / Girls’ Only Group Interview Welsh Medium School 14 / page 284
Extract 24 / Boys’ Only Group Interview Welsh Medium School 14 / page 284
Extract 25 / Mixed Group Interview Language Streamed School 8 / page 285-288
Extract 26 / Mixed Group Interview, Welsh Medium School 14 / page 289
Extract 27 / Mixed Group Interview English Medium School 24 / page 289
Extract 28 / Girls’ Only Group Interview Language Streamed School 8 / page 300-301