Mathematical equity — underachieving boys or sacrificial girls?

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Abstract
This paper presents case study data from two schools which taught mathematics in completely different ways. One of the schools followed a traditional, procedural approach which caused many girls to underachieve. The girls in this school related their underachievement to the closed nature of their working environment. The second school followed an open, project based approach which appealed to more girls than boys, yet produced parity of attainment. Interviews with disaffected girls and boys from both schools are used to inform perspectives on motivation and learning styles. It is argued that the performance of girls is generally increasing, relative to boys, because school approaches are becoming more equitable and girls are being allowed to achieve at levels that are consonant with their interest and motivation. Also, that it is wrong to blame schools, teachers or girls for the low attainment of boys, whose problems need to be located within a broader social perspective.

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