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. Attached Files Name Description MIMEType Size Downloads vale-usingassessment-2011.pdf Published version application/pdf 488.54KB 548 Title Using assessment data : does gender make a difference? Author(s) 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, 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 Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30044047 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Thu, 05 Apr 2012, 14:38:46 EST Tue, 22 May 2012, 15:03:23 EST Tue, 22 May 2012, 15:04:23 EST Thu, 12 Jul 2012, 12:52:24 EST Tue, 28 Jan 2014, 13:33:19 EST Mon, 28 Jul 2014, 14:20:28 EST Tue, 06 Sep 2016, 18:35:40 EST Tue, 05 Dec 2017, 12:30:38 EST Fri, 07 Sep 2018, 15:49:59 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 576 Abstract Views, 548 File Downloads  -  Detailed Statistics Created: Thu, 05 Apr 2012, 14:38:46 EST