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This study examined ways to increase female participation at advanced level by analyzing constraining factors. A descriptive survey design used questionnaires, interviews, and observations: 99 female students and nine mathematics teachers, with classroom observations across six 40-minute lessons. Results identified perceived difficulty, low self-confidence, anxiety, negative teacher attitudes, stereotypes, cultural beliefs, and limited knowledge of mathematics careers. Recommendations target parents and teachers with role models, supportive classroom climate, de-emphasized biases, and incentives from government.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/increasing-female-participation-in-advanced-level-mathematics-a-perspective-from-students-and-teachers-in-zimbabwe-full-length-research-paper/590809/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/increasing-female-participation-in-advanced-level-mathematics-a-perspective-from-students-and-teachers-in-zimbabwe-full-length-research-paper/590809.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the purpose of the study on advanced level mathematics participation?","Question",{"text":113,"@type":114},"To identify ways to increase female participation in advanced level mathematics by understanding factors constraining girls’ participation.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which limiting factors did the study reveal for girls’ participation in mathematics?",{"text":118,"@type":114},"Perceived difficulty, lack of self-confidence, anxiety, negative teacher attitudes, negative stereotypes, cultural belief that mathematics is male, and limited knowledge about mathematics careers.",{"name":120,"@type":111,"acceptedAnswer":121},"What recommendations did the study make to promote girls’ participation in advanced level mathematics?",{"text":122,"@type":114},"Parents and teachers should build girls’ confidence, create a supportive classroom climate, provide female role models, and offer guidance about mathematics careers; biases should be de-emphasized and teachers encouraged to use reform-based instructional strategies, while government should provide incentives.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},590809,1792190787,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":46,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 1(3), pp. 183-190, November 2013 Full Length Research Paper  \nIncreasing female participation in advanced level mathematics: A perspective from students and teachers in Zimbabwe  \nMandina S.1*, Mashingaidze S. S.2 and Mafuta J.2  \n1 Department of Educational Foundations Management and Curriculum Studies, Midlands State University, P Bag 9055 Gweru, Zimbabwe.  \n2 Department of Applied Education, Midlands State University, P Bag 9055 Gweru, Zimbabwe.  \nAccepted 26 August, 2013  \n\n| ABSTRACT\u003Cbr>The non-participation of girls in advanced mathematics has become a concern over a number of years. This study sought to find ways of increasing female participation in Mathematics at advanced level based on an understanding of the constraining factors to female participation in mathematics. The descriptive survey research design was adopted in this study in which questionnaires, interviews and observations were used as data collection instruments. Questionnaires were completed by ninety nine female students (sixty ‘O’levels and thirty nine ‘A’ levels) and nine mathematics teachers. Interviews were conducted with three mathematics teachers, 10 ‘A’ level female students who were not taking mathematics and twenty ‘O’ level female students. Classroom observations were also conducted in six Mathematics lessons. Each lesson lasted for forty minutes. The results of the study have revealed the following factors as limiting female participation in mathematics: perceived difficulty of the subject, lack of self confidence, anxiety, negative teacher attitudes, negative stereotypes about girl’s math abilities, cultural belief that mathematics is a male domain and lack of knowledge about mathematics careers entail. The research findings also revealed that to promote female participation in advanced level mathematics, parents and teachers should: enhance girls’confidence about their math abilities; create a conducive classroom climate that enhances interest and curiosity in mathematics; expose girls to female role models who have succeeded in mathematics and provide information advice and guidance on mathematics careers. The study recommends that gender and cultural biases attached to mathematics should be de-emphasized at home and school and that mathematics teachers should adopt some of the more recent reform-based instructional strategies that actively engage students while the Government should give incentives to girls who study mathematics at higher levels in order to encourage young females to pursue mathematical careers.\u003Cbr>Keywords: Mathematics, female students, anxiety, gender stereotypes, career guidance. |\n| --- |\n| *Corresponding [author. E-mail: mandinashadreck@yahoo.com](author. E-mail: mandinashadreck@yahoo.com). |\n\nINTRODUCTION  \nScience, mathematics and technology play a critical role in the development of national economies. All facets of human life have been permeated by mathematics as a subject (Alutu and Eraikhuemen, 2004) . As observed by Aguele and Agwagah (2007), there can be no science without mathematics, consequently there can be no technology without science hence there can be no modern society without technology. Thus, mathematics is  \nthe cornerstone of national development without which no nation can excel scientifically and technologically. As a result, nations that aspire to develop scientifically and technologically should give great attention to the teaching of mathematics at all the levels of education.  \nWadesango et al. (2012) observe that mathematics is a tool which forms the basis for entry into specialized careers like science, engineering, economics and  \nAfr Educ Res J 184  \nTable 1. Enrolments of students taking Mathematics at ‘A’ level in Chegutu Urban High Schools from 2011-2012.  \n\n| School | Year | Male students | Female students | Total enrolment |\n| --- | --- | --- | --- | --- |\n| A | 2012 | 11 | 1 | 12 |\n|  | 2011 | 7 | 0 | 7 |\n| B | 2012 | 8 | 0 | 8 |\n|  | 2011","cbCaichGdrXMGayV","https://ap.wps.com/l/cbCaichGdrXMGayV","pdf",83944,"English","# Abstract\n## Factors limiting female participation\n## Strategies to promote participation\n# Introduction\n## Importance of mathematics for national development\n## Evidence of low female participation","[{\"question\":\"What was the purpose of the study on advanced level mathematics participation?\",\"answer\":\"To identify ways to increase female participation in advanced level mathematics by understanding factors constraining girls’ participation.\"},{\"question\":\"Which limiting factors did the study reveal for girls’ participation in mathematics?\",\"answer\":\"Perceived difficulty, lack of self-confidence, anxiety, negative teacher attitudes, negative stereotypes, cultural belief that mathematics is male, and limited knowledge about mathematics careers.\"},{\"question\":\"What recommendations did the study make to promote girls’ participation in advanced level mathematics?\",\"answer\":\"Parents and teachers should build girls’ confidence, create a supportive classroom climate, provide female role models, and offer guidance about mathematics careers; biases should be de-emphasized and teachers encouraged to use reform-based instructional strategies, while government should provide incentives.\"}]","Increasing female participation in advanced level mathematics - A perspective from students and teachers in Zimbabwe - Full Length Research Paper | PDF",1792070459]