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Abstract ABSTRACT In this paper I consider what appears to be an emerging feminist perspective within mathematics education that suggests that theories such as 'attribution theory' lay too much 'blame' upon girls and women for their underachievement in mathematics and not enough blame upon the wider school system. I attempt to extend this theoretical position further through the use of case study data from two schools. Interviews with underachieving girls are used to show the way in which girls link their underachievement, not to themselves, but to the type of mathematics that is widely taught in the UK, which they believe denies them access to understanding. An alternative model of mathematics teaching is described that is open and project-based and that may be able to eradicate underachievement and disaffection amongst girls.
Jo Boaler (Mon,) studied this question.