Gender and mathematics Increasing womens participation in mathematics: The role of networking Barbro Grevholm Agder University College, Norway NCM 24 May.

Slides:



Advertisements
Similar presentations
Organizational Environment for Knowledge Management
Advertisements

UNECA The Brussels Programme of Action for Least Developed Countries : Some lessons on the way forward.
Potential impact of PISA
1 Cedefops policy progress reporting PLE on National LL Guidance Policy Forums Cedefop, 4-5 June 2008 presented by György Ispánki Policy Analysis.
Lifelong Guidance: A Key to Lifelong Learning – EU Policy Perspective John McCarthy European Commission DG EAC Vocational Training Policy Unit.
AP Dr LIM Chap Sam School of Educational Studies
Marcela santillán Tenoch Cedillo
19, February, 2010 Sung Sook Kim( ) Paichai University ( ) APEC-Tsukuba International conference APEC-Tsukuba International conference.
Men's motivation, well-being and perceived options in female dominated working environments Assistant Professor Rune Storli Queen Mauds College of Early.
ARTiT project Research findings on attitudes and practices concerning the use of art in adult education.
Career Development Interventions in the Elementary Schools
Learning and Teaching Research Group Diversity in Higher Education: Lesbian & Bisexual Psychology Undergraduate’s Experiences of Studying Psychology Carol.
Regional Seminar 2009/10 Planning for School Self-Evaluation and Improvement in Learning Focus on Second Year Students School Development Planning Initiative.
Why So Few? Women in Science, Technology, Engineering, and Mathematics.
Selection and evaluation of teachers in Finland and Sweden
From Research: Measuring what matters To Impact: Making measures matter.
Methods to weigh the outcome of the use of electronic resources Highlights of two studies among Doctoral Candidates and PhDs worldwide Mr. Boe Horton Senior.
NCETM AIM - to facilitate, enhance and provide leadership for all aspects of mathematics CPD for teachers in schools (primary and secondary) and colleges.
Association for the Education of Adults EAEA European AE Research – Look towards the future ERDI General Assembly, 2004.
Women in Physics: The situation in Sweden Lotten Glans 1,4) and Katarina Wilhelmsen Rolander 2,3,4) 1) Dept. Of Engineering, Physics and Mathematics, Mid.
Girls, Women and Mathematics in Spain A gender study on teaching, learning and research in Mathematics Sara Silvestre and Mario Barajas University of Barcelona.
PABW/SCE Partner 12 University of Education, Vienna Grenzackerstraße 18 A-1100 Wien Participant of WP 1, 3, 4, 5, 6, 7 Facts Conclusions,
Aim of paper To investigate teachers’ perceptions on the role that teachers’ associations play in their professional development, with reference to the.
The Salamanca Statement
Professor Denise Bradley AC January  Unprecedented change driven by transformative technologies in a globalizing world  Increased proportion of.
Research, evidence and engaging learning Profiling the influence of school librarianship Penny Moore
1 A proposed skills framework for all 11- to 19-year-olds.
Implication of Gender and Perception of Self- Competence on Educational Aspiration among Graduates in Taiwan Wan-Chen Hsu and Chia- Hsun Chiang Presenter.
Project Learning Tree Project Learning Tree is an award-winning environmental education program designed for teachers and other educators, parents, and.
The challenges of inclusive education Israel November 21, 2007.
From Society to Youth or from Youth to Society? From Society to Youth or from Youth to Society? Eve Mägi 20 April 2012.
Women in science: the role of gender equality machinery Indrė Mackevičiūtė Office of the Equal Opportunities Ombudsperson.
P.1 Group 2 性別對選擇的影響 P.2 Research Objective To explore the relationship and the influence of social network of a student and one’s individual.
INITIAL AND IN-SERVICE TRAINING OF PRACTITIONERS AND RESEARCH IN THE FIELD OF GUIDANCE IN FINLAND Professor Marjatta Lairio University of Jyväskylä Department.
Teaching Interviews. Training and Development Agency for Schools website Personal Statement guidance.
Standards For Teacher Preparation. What do you see in the previous slide? Students who are ready to answer the question? Students who are listening and.
The specific features of professional aspirations of pupils with special educational needs in Czech basic schools Zdeněk Friedmann Faculty of Education,
1 Analysing the contributions of fellowships to industrial development November 2010 Johannes Dobinger, UNIDO Evaluation Group.
7th MEETING OECD NETWORK ON EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND QUALITY ALEXANDRA MARQUES LILIANA MARQUES.
Enhancing professional development for primary teachers of mathematics June 17th 2008.
A Contemporary Educational Issue. Boys are slipping behind girls in 11 out of 13 learning categories by the age of five. Children from the poorest families.
What is the effect of self- efficacy on students’ participation? Investigators: Julian Williams (PI), Laura Black, Pauline Davis, Birgit Pepin and Geoff.
Mathematics Curriculum Standards of China Sun Xiaotian Central University for Nationalities Beijing, P.R.China
“Achieving wellness now and through a lifetime requires knowledge, self awareness, motivation, and effort.” Paul Insel and Walton Roth Created by Sandra.
FACULTY OF EDUCATION AND SOCIETY. EDUCATION AND SOCIETY STUDENTS, 300 EMPLOYEES 20 PROFESSORS 90 SENIOR LECTURERS 120 LECTURERS.
How can we draw more women to physics 1.  Some statistics from ATLAS and CERN  Easy things to do to improve the situation 2.
What are the effects of gender on educational attainment? Primary school boys fail to close gap with girls Boys are being failed by our schools Many teenage.
WOMEN IN LEADERSHIP ROLE
Report on Research Findings Institute for Future Studies
Practice of INSET in Mathematics and Science Teachers and its Impact on Quality of Basic Education in Kenya By ADEA-WGMSE.
PREMA International Workshop El Parc Cientific de Barcelona, 25-26/1/07 Kathy Kikis-Papadakis.
GENDER GAPS IN EDUCATION Angelica SALVI DEL PERO Social Policy Division Evidence from the OECD Flemish Ministry of Education & Training 18 October 2012.
1 United States Education at a Glance 2015 Andreas Schleicher Director for Education and Skills Release date: 24 November 2015.
ASSESSMENT OF STUDENTS WITH MULTIPLE LEARNING DIFFICULTIES AND THE IMPACT UPON TEACHER TRAINING Ulla Alexandersson Lena Thorsson Sweden.
2007. Faculty of Education ► Staff 300 (incl.100 in Teacher training school) ► 20 professorships ► 80 lecturers ► 9 senior assistants ► 12 assistants.
Interim report from the ELFE 2 study visits in Slovenia, Poland and Latvia: analysis of practices and experiences in schools and Teacher Education Institutions.
Gender Loops How to make students of ECEwork competent in enlarging gender identities? The Norwegian results for the Reform Gender Mainstreaming Curriculum.
School practice Dragica Trivic. FINDINGS AND RECOMMENDATIONS FROM TEMPUS MASTS CONFERENCE in Novi Sad Practice should be seen as an integral part of the.
Can investing in teachers raise outcomes in disadvantaged schools? Anahita Assadi, Caroline Hall, Martin Lundin och Kristina Sibbmark IFAU.
Business School Action for the career development of academic women Simonetta Manfredi, Centre for Diversity Policy Research Oxford Brookes University.
University of Iceland School of Education Teacher Education Programme Anna Kristín Sigurðardóttir,
University of Iceland School of Education Teacher Education Programme Anna Kristín Sigurðardóttir, Head of Faculty
FIS 519 Fisheries Extension Education
Advancing Social Justice
Diversity: from Stereotype to Discrimination
OFSTED and the role of Teaching Assistants
Project Learning Tree Project Learning Tree is an education program designed for teachers and others working with youth from pre-school through 12th grade.
NJCU College of Education
Recommendations of different Commissions on Women Education - Swagata Sarkar, B.Ed.
Curriculum, Standards, & Assessment
Presentation transcript:

Gender and mathematics Increasing womens participation in mathematics: The role of networking Barbro Grevholm Agder University College, Norway NCM 24 May 2007

Womens performance in mathematics is good Womens participation is not satisfactory in Sweden. Change over time has been slow (Grevholm, 1996). In an effort to speed up the rate of change in the area of gender and mathematics a network Women and mathematics was created in The network builds on international and Swedish research results in mathematics education in its efforts to influence important parts of society, teachers and students.

Many initiatives in Sweden Since the 1960ies many initiatives have been taken to recruit more girls to mathematics, science and technology. Such initiatives often create enthusiasm as long as they last but after their conclusion everything goes back to normal again. The gender and mathematics situation seems to be similar in all developed countries.

A research base for the work An overview of earlier gender research is a foundation for the construction and analysis of the work of the network. An overview of earlier gender research is a foundation for the construction and analysis of the work of the network. A philosophy of critical mathematics education serves as theoretical framework. A philosophy of critical mathematics education serves as theoretical framework. The network is seen as an intervention project. The network is seen as an intervention project.

An intervention project Criteria for evaluating intervention projects have been used in the discussion of the effects of the network. The claim is that Women and mathematics is one possible efficient way to implement research results in order to create actions in mathematics teaching.

Research findings in the area of gender and mathematics (Fennema1995 p 26, 1996) 1. Gender differences in mathematics may be decreasing. 2. Gender differences in mathematics still exist in: - learning of complex mathematics - personal beliefs in mathematics - career choice that involves mathematics 3. Gender differences in mathematics vary: by socio- economic status and ethnicity, by school, by teacher 4. Teachers tend to structure their lessons to favour male learning. 5. Interventions can achieve equity in mathematics.

Two major overviews exist Two major reviews of gender research (Leder, 1992, Leder, Forgasz & Solar, 1996) indicate the issues and concerns that have been in focus during the last three decades in the area of gender and mathematics. Performance, participation, attitudes and beliefs, motivation, self-confidence, emotions, career choices are factors that have been studied.

Criteria for assessing intervention programmes achievement of primary goals as measured by staff, participants or external evaluation; achievement of primary goals as measured by staff, participants or external evaluation; length of time of the programs operation; length of time of the programs operation; ease in attracting outside support; ease in attracting outside support; ratio of applicants to participants (program popularity); ratio of applicants to participants (program popularity); reputation of program with scientists from relevant fields; reputation of program with scientists from relevant fields; program imitation or external expansion; program imitation or external expansion; cost effectiveness; cost effectiveness; the strength of the academic content: and the strength of the academic content: and competence and orientation of teachers for programs with academic orientation (taken from Malcolm, 1984) competence and orientation of teachers for programs with academic orientation (taken from Malcolm, 1984)

The Swedish network Women and mathematics The aims of the network Women and mathematics in Sweden as stated in 1990 are to create contacts between those who are interested in women's/girls' conditions in studies or research of mathematics create contacts between those who are interested in women's/girls' conditions in studies or research of mathematics spread information on projects and research about women/girls and mathematics spread information on projects and research about women/girls and mathematics suggest speakers (preferably female) in subjects concerning women and mathematics suggest speakers (preferably female) in subjects concerning women and mathematics be a national sub-organization of the international network IOWME (International Organisation of Women and Mathematics), (Grevholm, 1991). be a national sub-organization of the international network IOWME (International Organisation of Women and Mathematics), (Grevholm, 1991).

After ten years of activity in the network some additional aims were formulated in 1999 We want 50 % girls in all mathematics courses at upper secondary school. We want 50 % girls in all mathematics courses at upper secondary school. We want 50 % women in mathematics course at university level. We want 50 % women in mathematics course at university level. We want 50 % women among the doctoral students in mathematics We want 50 % women among the doctoral students in mathematics More researcher education programmes in mathematics education must be developed More researcher education programmes in mathematics education must be developed We want 40 % women among the senior lecturers at university We want 40 % women among the senior lecturers at university We want five female professors of mathematics We want five female professors of mathematics All textbooks at all levels will be inclusive for both girls and boys All textbooks at all levels will be inclusive for both girls and boys All teachers will in development work and competence development get experience from gender perspectives in mathematics education All teachers will in development work and competence development get experience from gender perspectives in mathematics education

Evaluation in 2009 These goals will be evaluated in 2009 and new goals set again. The fourth point was almost prophetic because in 2001 eight new such programmes were set up (Leder, Brandell & Grevholm, 2004). The sixth goal seems hopeless as Sweden just lost its only female professor in pure mathematics. The structure of the network:

What have been achieved through the network? To summarize we can mention that the network Women and mathematics has placed the issue of gender and mathematics on the agenda in Sweden placed the issue of gender and mathematics on the agenda in Sweden contributed to making women visible in mathematics (i. e. video, TV-program) contributed to making women visible in mathematics (i. e. video, TV-program) worked on raising awareness of research results on gender issues worked on raising awareness of research results on gender issues created lasting documentation on gender and mathematics ( i. e. five conference books) created lasting documentation on gender and mathematics ( i. e. five conference books) proved that women are there and are willing to contribute in mathematics proved that women are there and are willing to contribute in mathematics inspired to investigations and essays by students and teachers on gender issues inspired to investigations and essays by students and teachers on gender issues

According to Malcolms criteria According to Malcolms criteria the intervention programme is successful

Future plans All future activities depend on the initiatives and actions taken by women in the network A sixth conference took place in 2005 with still more research presentations than before A group of four younger women were elected to lead the network as the founders withdrew The next conference will be in 2008 New members register in the network The international Newsletter of IOWME is distributed regularly

Long-lasting intervention The network is one long-lasting intervention programme and must be visible and active. Such a programme is one possible efficient way to implement research into practice, express criticism and create action and activity based on research. The evidence that supports this claim consists of the collaborative work of many women over a long period of time. The evidence that supports this claim consists of the collaborative work of many women over a long period of time. It is the efforts of many teachers and women in education over many years that create the success of the network. What the presentation cannot convey is the joy and satisfaction this work has created.