An experiment with single-sex math classes in Kathmandu.

This article focuses on an experiment conducted on 9th- and 10th-grade students in an integrated math class at Lincoln School in Kathmandu, Nepal splitting them into two sections based on gender. As stated, knowledge of gender differences and the reasons for adapting instructional strategies when dealing with boys or girls are the most important indicators of success. Teachers found that they needed to spend more time planning and debriefing than they previously both because they were co-teaching the group.