ABSTRACT
Each year, a substantial number of students enter tertiary studies lacking a firm grasp of the mathematics they will need for their courses. Another group of explanations deal with the experiences of girls and boys in mathematics classrooms. Classroom interaction studies have found that teachers fairly consistently interact more with boys than with girls. One response is to try to provide a remedy: an opportunity for students who have already opted out of mathematics to pick up the threads again, and a support system for students who lack confidence in their ability. Students come to the Centre voluntarily and continue to attend only if they find it helpful. A pervasive obstacle to learning mathematics for many women students is their perception of the predominantly male culture of mathematics as a discipline. Given the present situation in schools, remedial action on the part of tertiary institutions is clearly needed to help redress disadvantage in educational opportunities.
