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Using assessment data : does gender make a difference?

Vale, Colleen, Davidson, Kristy, Davies, Anne, Hooley, Neil, Loton, Daniel and Weaven, Mary 2011, Using assessment data : does gender make a difference?, in Mathematics : traditions and (new) practices : proceedings of the AAMT-MERGA conference held in Alice Springs, 3-7 July 2011, incorporating the 23rd Biennial Conference of The Australian Association of Mathematics Teachers Inc. and the 34th Annual Conference of the Mathematics Education Research Group of Australasia Inc., AAMT & MERGA, Adelaide, S. Aust., pp. 736-743.

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Title Using assessment data : does gender make a difference?
Author(s) Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
Davidson, Kristy
Davies, Anne
Hooley, Neil
Loton, Daniel
Weaven, Mary
Conference name Australian Association of Mathematics Teachers Inc. and The Mathematics Education Research Group of Australasia Inc. Conference (2011 : Alice Springs, N.T.)
Conference location Alice Springs, N.T.
Conference dates 3-7 Jul. 2011
Title of proceedings Mathematics : traditions and (new) practices : proceedings of the AAMT-MERGA conference held in Alice Springs, 3-7 July 2011, incorporating the 23rd Biennial Conference of The Australian Association of Mathematics Teachers Inc. and the 34th Annual Conference of the Mathematics Education Research Group of Australasia Inc.
Editor(s) Clark, Julie
Kissane, Barry
Mousley, JudithORCID iD for Mousley, Judith orcid.org/0000-0003-1119-566X
Spencer, Toby
Thornton, Steve
Publication date 2011
Conference series Australian Association of Mathematics Teachers and Mathematics Education Research Group of Australasia Conference
Start page 736
End page 743
Total pages 8
Publisher AAMT & MERGA
Place of publication Adelaide, S. Aust.
Summary Since 2000 gender differences in mathematics achievement in Australia have reappeared. In this paper we report on the achievement outcomes of girls and boys in a longitudinal study of reform in low economic school communities. Analysis of student data to inform teaching was one element of student centred approaches implemented by teachers. Teachers targeted students’ next point of learning and more girls than boys participated in mathematics intervention programs. Growth in achievement was greater for boys than for girls in the primary years, and so the achievement gap that favours males widened. It is concluded that student centred approaches need to be gender inclusive.
Notes Reproduced with the kind permission of the copyright owner.
ISBN 1875900713
9781875900718
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2011, AAMT & MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30044047

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.