Attainment

Boaler (2009) writes at length about pupils’ attainment in mathematics suggesting that many pupils, especially girls, have a preference for deep relational understanding and inquiry. Boaler (2009) believes that when connections are made achievement prospers. She contends that when pupils are given more chances to make connections, via investigations, problem solving, practical work and discussion then relational understanding is improved and learners develop a feeling of success and deep understanding, which in turn fosters enquiry and even a thirst for more mathematical knowledge.

Boaler (2009) writes about pupils being turned off from maths by copying methods and being asked, repeatedly, to reproduce them accurately. She suggests that very few people are capable of working in such a narrow and confined way and further argues that:

Maths, more than any other subject, has the power to crush children’s confidence, and to deter them from learning important methods and tools for many years to come. (Boaler 2009, p9)

Boaler’s (2009) argument is that poor mathematical pedagogy results in many students hating maths and many adults fearing and avoiding the subject. This in turn can influence the next set of learners. However,

When real mathematics is taught instead - the whole subject that involves problem solving, creating ideas and representations, discussing methods and different ways of working, then more children are successful for longer. (Boaler 2009, p10)