Raising attainment of girls in mathematics at the end of Key Stage 2
Loading...
Authors
Mackay, Lesley
Issue Date
2009
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to improve the attainment and confidence of girls in mathematics by encouraging them to discuss and reason in a social context, become actively involved in their own learning, and have positive attitudes towards mathematics.
Aims: The main aim was to raise the attainment and confidence of girls in mathematics by encouraging them to discuss and reason in a social context, become actively involved in their own learning, and have positive attitudes towards the subject.
Methods: The participants included head of school improvement, headteacher, middle leader, National Strategies consultant, senior leadership team, SIP, subject leader, and teacher. Methods used to impact pupil learning included CPD sessions on developing problem solving and investigations, modelling in demonstration maths lessons, developing assessment for learning strategies, and encouraging girls to discuss and reason in a social context.
Findings: The main findings are that girls' achievement at the end of key stage 2 was raised by an average of 8% across 5 schools, and teachers developed a greater understanding and application of pedagogical skills, particularly the importance of a collaborative classroom.
Implications: The findings suggest that implementing assessment for learning strategies, talk partners, and problem solving can help raise the attainment and confidence of girls in mathematics.
Aims: The main aim was to raise the attainment and confidence of girls in mathematics by encouraging them to discuss and reason in a social context, become actively involved in their own learning, and have positive attitudes towards the subject.
Methods: The participants included head of school improvement, headteacher, middle leader, National Strategies consultant, senior leadership team, SIP, subject leader, and teacher. Methods used to impact pupil learning included CPD sessions on developing problem solving and investigations, modelling in demonstration maths lessons, developing assessment for learning strategies, and encouraging girls to discuss and reason in a social context.
Findings: The main findings are that girls' achievement at the end of key stage 2 was raised by an average of 8% across 5 schools, and teachers developed a greater understanding and application of pedagogical skills, particularly the importance of a collaborative classroom.
Implications: The findings suggest that implementing assessment for learning strategies, talk partners, and problem solving can help raise the attainment and confidence of girls in mathematics.
Description
Keywords (free text)
Primary education , Mathematics