|Title||Participation, performance and attitude towards Mathematics of school students: Gender report|
|Presenter||Ning Li (Australian Mathematical Sciences Institute)|
|Author(s)||Ning Li, Inge Koch|
|Session||Gender Equity and Diversity in Mathematics|
In this talk I will report the status of gender differences of boys’ and girls’ participation, performance, and attitude towards Mathematics in schools in the last decade or so. Analyses of enrollments, assessment and survey data have found that most boys and girls value the usefulness and importance of Mathematics, with no gender difference in this regard. Also similarly between boys and girls, the proportion of students who like learning Mathematics is decreasing with school year levels. However, boys are 25\% more confident than girls about their self-perceived ability to learn Mathematics, boys enjoy learning Mathematics more than girls, and boys are more likely to choose advanced Mathematics subjects. Boys have also achieved higher average scores in Mathematics tests than girls. On the other hand, girls have persistently achieved higher average scores than boys in reading assessments, by a much larger advantage than that boys have in Mathematics performance. The gender difference in performance is marginal as compared to the difference in performance due to disparities of students’ social economic backgrounds, yet the gender difference in performance of Mathematics has been persistent in all year levels and over time where data is available. Participation in Mathematics of students in the last year of schooling is stagnant, despite more and more boys and girls are completing high schools every year in the last decade or so. Furthermore, participation in Advanced Mathematics has been leaking at an annual rate of 0.62\% for boys and 0.66\% for girls between 2006 and 2016.
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