High Achieving Students in Leaving Certificate Mathematics: Why has the gender gap widened?

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Title: High Achieving Students in Leaving Certificate Mathematics: Why has the gender gap widened?
Authors: Roche, AidanDuffy, GavinNí Shúilleabháin, Aoibhinn
Permanent link: http://hdl.handle.net/10197/11688
Date: 11-Oct-2019
Online since: 2020-11-11T10:02:42Z
Abstract: Research has identified a gender gap in the mathematical attainment of post-primary students around the world, favouring male students. In Ireland, following a review of the outcomes of a high-stakes examination taken by students at the end of post-primary schooling over an 18- year period, a similar such gap has been identified here and is widening. Data are presented to show that this gender gap widened with the introduction of a revised post-primary mathematics curriculum, colloquially known as Project Maths. This paper explores potential reasons behind the widening gap. Problem solving appears to be the pivotal issue and spatial ability may be a contributory factor. Addressing students’ spatial ability is explored as way to address the gender gap and enable students to reach their full mathematical potential.
Type of material: Conference Publication
Publisher: Institute of Education, Dublin City University
Keywords: Curriculum reformMathematics teachingHigh-achieving studentsLeaving Certificate examinationGender gapIreland
DOI: 10.5281/zenodo.3580973
Other versions: https://www.dcu.ie/institute_of_education/Conference-Research-Mathematics-Education.shtml
Language: en
Status of Item: Peer reviewed
Is part of: L. Harbison and A. Twohill (Eds.) Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI 7)
Conference Details: The Seventh Conference on Research in Mathematics Education in Ireland (MEI7), Dublin, Ireland, 11-12 October 2019
ISBN: 978-1-873769-95-9
Appears in Collections:Mathematics and Statistics Research Collection

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