The purpose of this study is to determine whether gender tendencies exist in girls' and boys' attitudes towards mathematics in Wales which may affect their participation in the subject, along with identifying any school or Local Education Authority (LEA) policies or practices which may also influence students' participation. To achieve this, 712 students participated in an attitudinal questionnaire, with participants from 7 schools taking part in group interviews. Observations of mathematics classrooms were conducted in 4 schools. 28 teachers and 9 LEA representatives completed questionnaires to determine the existence and effect of any school and LEA policies and practices. The results illustrated marked gender tendencies between girls' and boys' attitudes towards mathematics in Wales. However, these gender tendencies were significantly less marked in one type of school. Furthermore, class size and teacher gender were identified as having an influence on students' participation. The study concluded that gender tendencies in girls' and boys' attitudes towards mathematics do exist in Wales and that there are certain school practices and policies which can affect students' participation in the subject. Based on this study's results, recommendations for schools and LEAs are proposed to increase students' participation in mathematics. These include: Promote co-operative and practical working methods in mathematics Arrange the classroom to ensure that girls are grouped together Ensure textbooks do not contain gender stereotypes Ensure Welsh medium textbooks are updated Provide students with adequate career and subject advice to allow them to make informed decisions about future careers and the subjects necessary to achieve the career chosen Reduce class sizes and ensure that there is no predominance of boys in each class Allow mathematics teachers to remain with classes for a number of years Ensure teacher encouragement at mathematics Increase initiatives to address gender issues Improve advice given to schools by LEAs Ensure girls and boys are treated equally in the classroom, as far as is feasible Relate mathematics to real life experiences. Teach the subject to achieve understanding over and above keeping pace with a pre-set curriculum Ensure that gender equality is made a priority both at school and LEA level by putting in place appropriate initiatives Revise the curriculum and the GCSE examination in mathematics to alter their present negative effect on gender equality Publish mathematical examination results in such a way that they do not adversely affect girls' choice of studying mathematics at AS level.

The purpose of this study is to investigate gender differences in mathematics anxiety and its relationship to test anxiety, trait anxiety, high school mathematics participation, and mathematics attitudinal factors in community college students. It takes place at a small rural community college in California, in which the majority population is Hispanic. The study relies primarily on quantitative methods, but includes a small qualitative component in the form of focus group interviews to confirm and enhance the findings. There were several main findings in the sample studied. Women scored significantly higher in mathematics anxiety than males among all age groups, ethnicities, and mathematics levels. Furthermore, the size of the gender gap in mathematics anxiety was not affected by age, ethnicity, or mathematics level. Significant relationships were found between mathematics anxiety and test anxiety, worry, emotionality, trait anxiety, self-confidence in mathematics, effectance motivation in mathematics, perceived usefulness of mathematics, and number of years of high school mathematics. Moreover, these relationships appeared to be approximately the same across samples of females and males, regardless of age, ethnicity, or mathematics level. Among the significant predictors of mathematics anxiety of particular importance were a lack of self-confidence in mathematics, a high presence of test anxiety—specifically emotionality—and a low presence of effectance motivation in mathematics. Follow-up focus group interviews suggested additional factors that could be related to mathematics anxiety, among which were an unpleasant experience with mathematics at the elementary or junior high school level, the requirement of having to follow precise steps in obtaining an exact answer, and the perception that the terminology of the mathematical language was confusing.

This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and significant contribution to knowledge in this field. The findings are not only intrinsically interesting but will also be of use to practitioners of mathematics, support staff, staff developers and policy makers in higher education. A literature review gives historical background on the development of education in general, and mathematics in particular, in the UK. The main theories and problems associated with developmental dyslexia are also given. Surveys were undertaken to determine the extent of mathematics learning support in UK universities and also to determine the extent of the provision of mathematics support to dyslexic students. Using case study research and by providing one-to-one mathematics support, the difficulties encountered by dyslexic students were investigated. Related work is an exploratory study into the use of different media combinations in Computer Assisted Assessment. Additionally, an in-depth case study of the Mathematics Learning Support Centre at Loughborough University has been undertaken and is reported in detail with recommendations for changes suggested. The results of this research show that mathematics learning support is widespread and often essential to bridge the gap between school mathematics and university level mathematics but specialist mathematical support for dyslexic students is rarely available. It is determined that dyslexic students can be impeded in their learning and understanding of mathematics as a direct result of their dyslexia. Recommendations for further study in some areas and future lines of inquiry in others are suggested.

Thesis (MEd. (Mathematics Education)) -- University of Limpopo, 2013 / In this study, I presented the exploration of Mpho’s growth in mathematical understanding. Mpho is a grade 10 mathematics learner. To fulfil such, a qualitative research method was employed. I explored her growth in understandings in the context of co-ordinate geometry, exponents, and functions. Data generation, management and representation were guided by the notion of teaching experiments. Analysis was done through mapping learner’s growth of mathematical understanding using Pirie-Kieren’s (1994) model. Findings suggest that learner’s growth in mathematical understanding can be observed, mapped and improved with the aid of probing questions.