Abstract: Pedestrians were stopped in the street and asked about their
views on the teaching and learning of mathematics and English for boys
and girls. Many commented on the importance of teachers for both
subject areas; some respondents self-identified as teachers. In this article
we present findings on the gendering of mathematics and English and the
impact that teachers can have on learning outcomes in these disciplines.
The data reveal that mathematics is endorsed by many as a male domain
and English as a female domain, and that teachers play an influential
part in the learning outcomes – achievement, future participation, and
attitudes – in both disciplines.