Principal Investigator: Professor Jo Boaler

Research Study for the European Union (Marie Curie Actions)

The numbers of students in the UK choosing to study Mathematics and Science beyond compulsory age has reached critically low levels, prompting concerns about the future of research and development. In addition, participation rates at advanced levels reveal alarming inequities. In 2006, only 38% of 'A' level Mathematics students and 21% of 'A' level Physics students in England were female. Such inequities extend to universities where women make up 39% of those taking Mathematics degrees and only 36% of the people gaining post-graduate degrees in the Mathematical sciences. In 2002, only 16% of people employed in Science, Engineering and Technology occupations were women. Addressing such inequities, as well as the low participation of students in Mathematics and Science careers, will strengthen European productivity and contribute to a more democratic Europe.

This research study concerns the low and inequitable participation of young people in Mathematics and Science. The aim is to identify and study the teaching practices that result in high and equitable participation in Mathematics and Science in England. The first part of the study comprised a statistical investigation of schools with high numbers of students studying Mathematics and/or Science 'A' levels. From this study, 20 schools were identified and selected to study in more depth, eight of which became sources for case studies. The sample of schools was chosen to provide a range of geographic locations (urban, suburban and rural) and student demographics - paying attention to social class, ethnicity and gender.

The research identified schools in England that were particularly successful at encouraging students - young women in particular - to take Mathematics and Science at 'A' level. All of the schools were divided into one of three categories according to the socio-economic status of the student population. Schools were grouped into high, middle and low SES. In each category two lists were produced of the top 20 schools in the country, in terms of the proportions of students taking Mathematics or Science 'A' levels. Analysis of the schools was conducted at a statistical level - case studies of the successful schools are ongoing.

During visits to each school, Science and Mathematics classrooms were observed. Teaching approaches were documented and analysed and students interviewed - paying particular attention to the practices of engagement, the relationships formed with the knowledge domain and the young peoples' developing identities. Studies of knowledge relationships included: students perceptions of the nature of mathematics and science, the interest students display in either or both subjects, the agency with which they work (the extent to which they can inquire and use their own ideas) and the authority students turn to in the validation of mathematical and scientific methods and ideas. Other constructs were also probed including the relationships that students form, for example students' ideas about the usefulness of the subject in the world and the extent to which they see connections between the subject and people - something that has been found to be particularly important for young women.