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The PISA3 results that tested the mathematical literacy of 15-year olds revealed a similar gendered trend in disaffection. While there were no significant differences on the mean scores for mathematical literacy in the PISA 2003 results (Thompson et al. 2004) gender differences were revealed. Although Australia’s results in PISA on average were very encouraging, when results for specific sections of the population are examined, areas of concern are revealed … While there are no significant gender differences overall in mathematical literacy, boys tended to be over-represented in the upper levels of achievement while girls appeared to be less engaged, more anxious and less confident in mathematics than boys.

23 The sign on the Keeping Skilful Box, Bridge School (Mid Year 5) Easy! Easy! Easy! Keep Silent! Be neat! Working to the Text The use of textbooks was encountered by all of the children in the study. Introduced into some of the classrooms as early as Year 3, they had become a regular feature of eight of the ten classrooms by Year 5, often used for children in a particular group to practise a skill they had been learning. At other times the teacher would direct the whole class to work from a page in the book, as the following example shows: Ms Tyde: (After she has demonstrated a place value concept on the board) Turn to page one hundred and seventy-one, and you can do these in your books this time.

Toby came to a page where Ms Firth had written beside an exercise, ‘Very neat’. ) Toby: This was really hard [an exercise in copying numbers]. Marshall: Yeah, she told us she would rip our page out if it wasn’t neat enough. Researcher: Did anyone get their pages ripped out? Pita: No, not that time but three people did in spelling, and this boy, he had his page ripped out two times! (Mid Year 3) Georgina: When I first got my book, I did it really neatly and Mr Solomon wrote, ‘A really good effort but: 1.

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