An exploratory study of mathematics test results: what is the gender effect?

The results from tests set as part of a large mathematics teaching development project are explored using both quantitative and qualitative methods to seek differences in performance between boys and girls. The outcome appears to confirm the theory developed from earlier research into gender differences that there might be a tendency for girls to approach their studies in mathematics on the basis of seeking and applying rules and procedures. Following a brief overview of related research and description of the project background, the paper describes the processes of exploratory data analysis used and discusses the outcomes observed.