La Declaración de Doha, relativa al Acuerdo sobre los ADPIC y la salud

THE ORGANISATION OF MATHEMATICS AT STAMFORD HIGH SCHOOL Throughout the six academic years covered by t h i s t h e s i s

(September 1979 - Ju ly 1985) th e f u l l - t i m e establishm ent of th e Mathematics Department was as f o llo w s :-

1 (Male) Head of Department 1 (Female) 2nd in Department 2 Male te a c h e rs

3 Female te ac h e rs

1 (Female) Remedial s p e c i a l i s t

All of th ese te a c h e rs were both experienced and f u l l y q u a l i f i e d Mathematics teachers* The only s t a f f change to a f f e c t t h i s group during the period covered by t h i s th e s i s was th e

retirem en t of the Head of Department in July 1982* He was replaced by an o utside appointment*

The balance of Mathematics teaching on the tim etab le was taken by te a c h e rs who taught th e sub ject in combination with o ther

su b je c ts or r e s p o n s ib i liti e s * The c o n s t itu t io n of t h i s second group v a r ie d from year to year, but a l l te a c h e rs used in t h i s way were both experienced and f u l l y q u a l if ie d Mathematics te a c h e rs. Most of the te ac h e rs in the second group were male and t h i s helped to red ress the numerical s u p e r io r ity of female te a c h e rs in the f i r s t group*

Meetings of the Mathematics Department were held at freq uent i n t e r v a l s throughout the period of t h i s study to d iscu ss a d m in istra tiv e m atters as well as classroom problems and teaching methods*

The syllab us covered a very broad spectrum of Mathematics and during the period of t h i s study no major r e v is io n s to th e syllabus were made. An attempt was made to in trod u ce most to p ic s on the syllabus to a l l s e t s , although the lower

a b i l i t y s e ts spend more time on ’ everyday’ Mathematics than on more academic to p ic s . An element of p r a c t i c a l work was included

f o r a l l s e t s e a c h t e r m .

Both th e co-educated in ta k e and the segregated in ta k e spent th e f i r s t th re e weeks of the f i r s t year in mixed a b i l i t y

s e t s b efore taking aoi i n i t i a l Mathematics t e s t (which was amended between 1979 and 1980 and could th e r e fo r e not be used fo r comparing the two i n ta k e s ) . After t h i s t e s t , both

in ta k e s were placed in broad a b i l i t y s e t s . They remained in a b i l i t y s e t s throughout the f iv e years at the school although both in ta k e s were set more f in e ly as they proceeded up

the school.

The set s iz e s of both in ta k e s were sim ila r throughout th e f i v e years, although th e re were s l i g h t v a r ia tio n s from time to

time. At the beginning of the t h i r d year, the mean s e t siz e of the non-remedial s e ts in the co-educated in ta k e was 26,

and in th e segregated in ta k e , th e mean size of th e non-remedial boys’ sets was 25 and the non-remedial g i r l s ' s e t s was 26.

Both in ta k e s were a llo c a te d an equal amount of time fo r

Mathematics. In the t h i r d year t h i s comprised two le sso n s of 70 minutes and one of 35 minutes each week, and in each of the other four years i t comprised th re e lesson s of 70 minutes each week.

F in a lly , as f a r as Mathematics was concerned,. th e school followed a p olicy of combining the b e st teams of te a c h e rs a v a ila b le f o r each year group ir r e s p e c tiv e of the sex of the teach er and no attempt was made with the segregated in tak e of p lac in g th e g i r l s ' s e t s exclusiv ely with female te a c h e rs or the boys'

s e t s ex clusiv ely with male te a c h e rs. However, two te a c h e rs (one male, one female) did express a p reference fo r teaching p u p ils of t h e i r own sex in the segregated in tak e whenever p o s s ib le and t h i s f a c to r was taken in to account. Consequently th e segregated g i r l s did spend a higher p roportion of t h e i r time in Mathematics with female te ac h e rs than did th e co-educated g i r l s and t h i s p oint i s i l l u s t r a t e d in the ta b le overleaf..

P e r c e n t a g e o f M a t h e m a t ic s l e s s o n s s p e n t w i t h m a le and f e m a l e

te ac h e rs throughout th e period of t h i s study

Female te a c h e rs Male Co-educated g i r l s 52 Segregated g i r l s 61 te a c h e rs 48 39 3