Abstract:
This paper reports the method and data obtained from the first stage of a longitudinal case study of Year 7 student performance in, and attitudes towards mathematics, in single and mixed-sex classes of a large Victorian post-primary school. The results suggest that in terms of mathematics attainment, both girls and boys of average to high 'ability' were advantaged by being placed in single-sex classes. Moreover, the data obtained from both quantitative and qualitative measures of attitudes, indicate significant positive shifts over time, especially among girls in 'girls only' classes.