Since 2000 gender differences in mathematics achievement in Australia have reappeared. In
this paper we report on the achievement outcomes of girls and boys in a longitudinal study
of reform in low economic scho
ol communities. Analysis of st
udent data to inform teaching
was one element of student centred approaches
implemented by teachers. Teachers targeted
students’ next point of learning and more girls than boys participated in mathematics
intervention programs. Growth in achievement was greater for boys than for girls in the
primary years, and so the achiev
ement gap that favours males widened. It is concluded that
student centred approaches need to be gender inclusive.  ------Mathematics : traditions and (new) practices : proceedings of the AAMT-MERGA conference held in Alice Springs, 3-7 July 2011, incorporating the 23rd Biennial Conference of The Australian Association of Mathematics Teachers Inc. and the 34th Annual Conference of the Mathematics Education Research Group of Australasia Inc.