PREMA International Workshop El Parc Cientific de Barcelona, 25-26/1/07 Renia Papanastasiou GREECE – Empirical Research Results

The Sample Location: Location:  Heraklion, Crete, GR Sample: Sample:  111 pupils responded to the quantitative questionnaire  40 pupils were interviewed  4 university students  2 policy makers  22 teachers of mathematics

The Results The results suggest that: girls perform better than boys “till some point” in the 2nd grade of the Lyceum girls perform better than boys “till some point” in the 2nd grade of the Lyceum social disposition is a key factor social disposition is a key factor gender of the teacher does not seem to be a determining factor gender of the teacher does not seem to be a determining factor girls are concerned over the challenges of a science/engineering career (in relation to a “secure” life) girls are concerned over the challenges of a science/engineering career (in relation to a “secure” life) of interest here are the results of Womeng’s Project – Creating Cultures of Success for Women Engineers, 5th FP / IHRP and the Socio Economic knowledge Base, coordinated by Dr. Yvonne Pourrat, CDEFI (FR), of interest here are the results of Womeng’s Project – Creating Cultures of Success for Women Engineers, 5th FP / IHRP and the Socio Economic knowledge Base, coordinated by Dr. Yvonne Pourrat, CDEFI (FR),

The Results Classroom Culture Classroom Culture  girls more “steady”  girls study more  girls are better students in all areas of study  boys make noise → attract teachers’ and other pupils’ attention  challenging questions are usually answered to by boys  no difference between male and female math teachers

The Results high achieving girls in mathematics are also high achievers in other courses rather than just being mathematically inclined high achieving girls in mathematics are also high achievers in other courses rather than just being mathematically inclined boys seem to be able to make a “strong” comeback to the achievement of mathematics once they have decided to pursue studies in maths and sciences boys seem to be able to make a “strong” comeback to the achievement of mathematics once they have decided to pursue studies in maths and sciences teachers “report” that these do not distinguish between boys and girls HOWEVER deep reflectioning in the matter gives strong indications that “teachers teach for boys” teachers “report” that these do not distinguish between boys and girls HOWEVER deep reflectioning in the matter gives strong indications that “teachers teach for boys”

The Results low level of response from policy makers low level of response from policy makers math syllabus needs re-designing and gender sensitive strategies need to be applied math syllabus needs re-designing and gender sensitive strategies need to be applied (currently the results undergo analysis)