HOW DO MATHEMATICAL EXPERIENCES CONTRIBUTE TO THE CHOICE OF MATHEMATICS

This study examined how mathematical experiences influence Dutch pupil s' course enrollment in mathematics. Are gender differences in extracu rricular mathematics-related activities related to achievements in or attitudes towards mathematics, and consequently to differences between girls and boys in the selection of mathematics for their final examin ation curriculum? In total, 213 Dutch secondary education pupils (i.e. , 139 females and 74 males) between the ages of 14 and 15 participated in this study. The frequency of their participation in 60 mathematics -related activities, their intelligence and attitudes toward mathemati cs were registered. In addition, the achievement grades in mathematics were obtained. The results revealed that extracurricular activities w ere related to achievement grades rather than to attitudes toward math ematics. Intellectual capacities, achievements, and feelings of adequa cy in mathematics, rather than mathematics-related activities, discrim inated between the pupils who selected or did not select mathematics f or their final examination curriculum. No gender differences could be demonstrated in achievement grades for mathematics nor in attitudes to ward mathematics. These findings suggest that for Dutch secondary educ ation students mathematics-related activities were stimulating, but no t decisive for their choice of mathematics in their final examination curriculum.