1. UK Empirical Research Jim Ridgway and Sean McCusker Durham University Jim.ridgway@durham.ac.uk

2. Context in England and Wales A National Curriculum National tests in English, science and mathematics at ages 7, 11, 14 and 16. Compulsory education to age 16, subject based with expectations of breadth Post compulsory education 16-18, subject based, often highly specialised (e.g. just mathematics and physics)

3. Research Evidence Interview with a policy maker National data on performance Surveys of attitudes towards mathematics and subject choice in post-compulsory education –At school –At university

4. Research Spine (cont.) Interviews with high attaining students in post-compulsory education about their choices regarding mathematics –At school –At university Interviews with mathematics teachers Interviews with university mathematics lectures Interviews with women in the early stages of their careers, who either had or had not pursued careers in STEM

5. UK Policy Top priorities for education Faith school; Bullying; Truancy The whole structure of education for students aged 14 – 19 years –school structures –the whole curriculum (initiatives on functional skills in Maths, English and ICT; specialised diplomas 14-19…)

6. UK Policy Teaching of mathematics and science, and with student attainment? 25% of secondary teachers in mathematics and science are not specialists attainment is too low Take up is too low – especially by some groups (e.g.Afro-Caribbean boys from poor backgrounds)

7. UK Policy Low take up of STEM by girls? Very, very important Focus of major reports and initiatives Clear evidence that patterns of attainment can be changed Expectations of girls have changed. The way that maths is taught is also changing Identity issues are important Girls have more choices, and maths can be dull

8. UK Policy Actions in the UK? More good teachers None traditional subject combinations – with music, art etc. A more exciting curriculum More choice within mathematics Perhaps reform university teaching EU initiatives should set out to share effective practices where relevant and applicable in local cultural contexts

9. National Data 2004

12. National Data 2006 Paste in performance at GCSE, Take up of A levels

13. Conclusions Strong ‘school effects’ Girls –Little change over 3 years –perform relatively better in other subjects –have more ‘desirable’ choices than boys –Low attaining boys are more likely to continue with maths than are low attaining girls

14. Survey of Attitudes and Influences (n=730, 6 schools)

21. Conclusions Students claim to be ‘empowered’ to make their own choices Mathematics is –Not very enjoyable (girls are more negative) –Not interesting (girls are more negative)

22. Interviews with 20 high attaining girls and boys about choices to take or not take a maths course

23. Conclusions from Interviews Socio-cultural factors –Surprising absence of stereotypes Pedagogical factors –Descriptions of weak gender effects –Strong emphasis on the quality of teacher explanation –Strong emphasis on student effort and understanding Impact of the digital divide –ICT hardly used in mathematics; seen as irrelevant

24. Conclusions from Interviews Decision making –Girls have more choices –Students claim to be ‘empowered’ –Important factors Enjoyment Past success Identity (creativity, enjoyment) ‘pull factors’ Subject combinations

25. Implications for Action Curriculum reform –towards more enjoyable and creative mathematics Pedagogy –reward effort, engagement and understanding Communication –On the implications of different subject choices