The existence and causes behind the perceived differences between genders in mathematics is the purpose of this research project. An in depth look at previously undertaken research on the matter defines the layout and approach of the investigation, taking into careful consideration ethical issues, ensuring all ethical procedures are thoroughly considered. This leads to an interview process involving 20 undergraduate mathematics students (10 male, 10 female). During this interview, the GCSE and A level grades are obtained to scrutinise any differences in achievement. The interview questions are organised into themes such as attitudes, self-assessment, experiences with failure and knowledge of existing stereotypes. No tangible evidence was found to suggest any differences in ability in terms of grades obtained. However, there were noticeable differences when it came to the effects of failure and stereotypes.
Gender Differences in Mathematics Ability at an Undergraduate Level
Payne, L. (2014) Gender Differences in Mathematics Ability at an Undergraduate Level. Transformations, [online] Vol. 1(1). Available at: https://educationstudies.org.uk/?p=3408 [Accessed 26 May, 2019].