Girls and
Mathematics:
Issues and
Solutions
Claire Baldwin, FMSP Central
Coordinator
MEI Session Outline
• Provide a background to how gender interrelates
with participation in A level Mathematics and
Further Mathematics
• Summarise recent FMSP and other research
findings in relation to girls’ participation
• Outline the current and planned future work of
the FMSP in relation to gender
• Offer a forum for discussion about gender and
mathematics education
The Further Mathematics
Support Programme
Our aim is to increase the uptake of
AS and A level Further Mathematics
to ensure that more students reach
their potential in mathematics.
The FMSP works closely with
school/college maths departments to
provide professional development
opportunities for teachers and maths
promotion events for students.
To find out more please visit
www.furthermaths.org.uk
What are the facts about
girls’ participation
in Maths and
Further Maths?
Most popular A level subjects
Most popular A level subjects
2014 A level entries by subject
AS/A level Mathematics Entries
180,000
160,000
140,000
120,000
100,000
80,000
60,000
40,000
20,000
0
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
AS Mathematics
A level Mathematics
AS/A level Further Maths Entries
27,500
25,000
22,500
20,000
17,500
15,000
12,500
10,000
7,500
5,000
2,500
0
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
AS Further Mathematics
A level Further Mathematics
Girls’ Participation in other subjects
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Facts and Figures – AS and A level
50
45
40
35
30
25
20
15
10
5
0
% A level Maths (Boys)
% A level Maths (Girls)
% A level FM (Boys)
% A level FM (Girls)
Facts and Figures – GCSE (2014)
Mathematics
“A feature of mathematics as
experienced in education that is still
pervasive is that one has to be the
‘best’ or achieve ‘top’ marks to
continue”
Qualified but not choosing STEM at
University(2014)
Facts and Figures - Progression
• Progression rates to AS or beyond based on
GCSE grade:
• Only 3% of A level entries are from students
progressing with below a grade B.
• Unless they obtain an A* at GCSE, girls are
much less likely than boys to continue with
maths.
Facts and Figures - Attainment
English Boys
English Girls
Physics Boys
A*
A
Physics Girls
B
C
Further Maths Boys
D
E
Further Maths Girls
U
Maths Boys
Maths Girls
0
10
20
30
40
50
60
70
80
90
100
FMSP/IoE (and
other) Research
FMSP/IoE Literature Review
• Prior attainment at GCSE is the single most
significant predictor of continuing to A level.
• Girls need to be inspired early in
their secondary education
• Variety of role models needed
• Appropriate learning environment
• Combinations of A level subjects
FMSP/IoE Literature Review
• Lower levels of self-concept in female students
• OECD evidence agrees and notes differences in the
application of mathematics:
- 67% of boys but 44% of girls felt confident in calculating
the petrol consumption rate of a car
- 85% of boys but 75% of girls felt confident in calculating
the price of a TV after a 30% discount
- No gender differences in confidence were seen when
tasks were abstract and matched classroom content,
such as solving a quadratic equation.
OECD: The ABC of Gender Equality in Education
FMSP / IoE Case Studies
• Four schools, one FE college that have already
made excellent progress with girls’ participation
in A-Level Maths/Further Maths.
• Data collection:
– quantitative data
– focus groups of teachers
and students
– lesson observation
– analysis by common factors and by matching
to themes from the literature
FMSP/IoE Case Studies
KEY QUESTIONS:
• How is girls’ participation in mathematics related to their prior
attainment in mathematics?
• Are there any intentional strategies addressing girls’ participation in
mathematics or STEM recruitment more generally? How are these
conceived, operationalised and evaluated?
• Are there aspects of mathematics pedagogy that support girls’ selfconcept, enjoyment or interest in studying mathematics?
• Are there aspects of careers or teacher guidance that support girls’
self-concept, enjoyment or interest in studying mathematics?
• What messages are current in school culture about who does
mathematics?
FMSP/IoE Case Studies
In the departments:
• No specific initiatives aimed at girls
• Promote the wide
applicability of mathematics
• Extension mathematics or
additional qualifications
• Influential female teachers
• Parental support
An aside on ‘maths capital’…
ASPIRES – Young
people’s Science
and Career
Aspirations, Age 1014 (2013), p 15
An aside on ‘maths capital’…
The Campaign for
Science and
Engineering
(CASE) report
Improving Diversity
in STEM (2014) p23
FMSP/IoE Case Studies
In lessons:
• Girls believed they were good at maths
“I don’t think it’s about boys and girls, I think it’s
about support to help you struggle and keep going
– no-one can do that breakthrough moment for
you, when you eventually find something that
works. And then you feel so good about it – it’s
like ‘I’m a genius’, even if I’m going to get stuck on
the next question I try” (Year 12 student)
• Teachers available for support informally
• Girls felt teachers knew them as individuals
FMSP/IoE Case Studies
Maths journals: a
department initiative
that appeared to
promote girls’ selfconcept.
FMSP/IoE Case Studies
Further Mathematics
• Girls reported that schools promoted FM much
less strongly than maths
• Teachers described FM as for the ‘motivated
core’ rather than a ‘clever core’.
• View that FM is just ‘more of
the same’ needs challenging.
• SLT support is important
• Medicine remains an issue
FMSP Strategies
FMSP Girls’ Webpages
• Two FMSP website pages for female
students and for teachers
• www.furthermaths.org.uk/girls-maths
(students)
• www.furthermaths.org.uk/encouraginggirls-maths (teachers) - the FMSP/IOE
Literature Review and Case Study reports
can be accessed here
FMSP Girls’ Participation Briefing Documents
• Both accessible from
www.furthermaths.org.uk/encouraginggirls-maths
• Intended for Heads of Maths
departments and senior leaders in
schools and colleges
• Summarises recent entry data by
females
• Outlines key messages arising from the
literature review and case studies
• Provides recommendations for Head of
Mathematics Departments and
school/college leaders to work to
increase girls’ participation
Current FMSP Initiatives
• Work with Maths Hubs’
Post-16 Participation
Working Groups to
disseminate information.
• The Working Groups might consider:
-
Reviewing existing practice using school data in their region
Use focus groups with Year 10, 11 and 12 girls to understand what
factors affect participation
Survey parents on their awareness of the importance of A level
Mathematics and Further Mathematics
Develop specific action plans e.g. local mentoring schemes
Future FMSP Activities
• Produce leaflet for students and parents about A
level Mathematics and Further Mathematics
ensuring a balanced ‘girl friendly’ set of career
profiles.
• Incorporate the recommendations of case
studies into teacher professional development
courses and student enrichment events.
• Potential collaboration with the IoP on joint
projects relating to the investigation of girls’
participation.
• Follow up in the case study schools / colleges to
produce the final IoE report.
Next steps…
“… we can only be successful in
getting girls, and women, into
STEM if government, parents
and teachers work together to
engage and motivate girls.”
For discussion….
• How can we get accurate messages about the
importance of maths to senior leaders, pastoral
staff and other colleagues advising young people
about post-16 options?
• How can MEI work with teachers to positively
influence ‘Maths capital’, especially in areas of
lower participation and for girls?
• In what other ways could the FMSP work with
other STEM/non-STEM organisations
/university departments to promote greater
uptake of post-16 Mathematics by girls?
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 industry to enhance mathematical
skills in the workplace
• We also pioneer the development of innovative
teaching and learning resources