1. PREMA International Workshop El Parc Cientific de Barcelona, 25-26/1/07 Kathy Kikis-Papadakis

2. The PREMA Project Promoting Equality in Mathematics Achievement Promoting Equality in Mathematics Achievement Socio-Pedagogical Perspective Socio-Pedagogical Perspective

3. Reporting on Empirical Research Findings: But first I. Background II. Methodology III. Results →

4. I. Background Starting date: Starting date:  October 1st, 2005 Completion date: Completion date:  June 30th, 2007

5. Goal PREMA ’s Goal is Multidimentional Macro Level → identify and discuss reasons for women ’s underrepresentation in science and engineering Meso Level → identify appropriateness of the educational systems in terms of gender sensitive conditions (curricular structures, teachers training schemes contents, organization of learning) Micro Level → girls achievements and attitudes towards mathematics and teachers perceptions and teaching practices

6. Project objectives The specific objectives the project intends to achieve are: The conduct of in-depth review into the literature under the scope of defining the elements that attribute to girls’ underperformance in mathematics The conduct of in-depth review into the literature under the scope of defining the elements that attribute to girls’ underperformance in mathematics The comparative analysis of the legislative frameworks for education and training (for mathematics) across the 25 Member States. The focus is in the type of activities proposed for the implementation of the curriculum. The comparative analysis of the legislative frameworks for education and training (for mathematics) across the 25 Member States. The focus is in the type of activities proposed for the implementation of the curriculum. Analysis of the relation between legislative framework provisions and teachers’ needs. The focus is on the discrepancies of “what is” required and “what can” be provided Analysis of the relation between legislative framework provisions and teachers’ needs. The focus is on the discrepancies of “what is” required and “what can” be provided The mapping of alternative reasons/factors that appear to constitute constraints to girl’s performance/achievement in mathematics or choices for subject related careers The mapping of alternative reasons/factors that appear to constitute constraints to girl’s performance/achievement in mathematics or choices for subject related careers

7. Project outcomes Reports: The project will produce three reports of which the one is a White Paper on the issue of gender in performance in mathematics. The second report to be produced will refer to the discrepancies in the administrative and regulatory frameworks between the Member States. The third report is a synthesis of the above two and its impact will be on a) National Educational Authorities which will be provided with an all-inclusive document to reflect upon the changes required for their particular national / regional context, and b) the Commission Services. Reports: The project will produce three reports of which the one is a White Paper on the issue of gender in performance in mathematics. The second report to be produced will refer to the discrepancies in the administrative and regulatory frameworks between the Member States. The third report is a synthesis of the above two and its impact will be on a) National Educational Authorities which will be provided with an all-inclusive document to reflect upon the changes required for their particular national / regional context, and b) the Commission Services. Best Practice Guidelines: The results of the project’s empirical phase and findings in the review of literature and review of legislative frameworks constitute the bases for the development of a set of guidelines for teachers. The aim of these guidelines is to develop awareness in the teachers community on the factors / elements that need consideration in the teaching of mathematics particularly under the scope of reducing the gender difference in the discipline of mathematics. Best Practice Guidelines: The results of the project’s empirical phase and findings in the review of literature and review of legislative frameworks constitute the bases for the development of a set of guidelines for teachers. The aim of these guidelines is to develop awareness in the teachers community on the factors / elements that need consideration in the teaching of mathematics particularly under the scope of reducing the gender difference in the discipline of mathematics.

8. Project outcomes Network: The PREMA Network is (to be) a Network of approximately 100 members from across Europe. The participation of at least three individuals from each of the 25 Member States will be sought. It is to comprise of academicians and researchers, government officials, teachers and content developers. Network: The PREMA Network is (to be) a Network of approximately 100 members from across Europe. The participation of at least three individuals from each of the 25 Member States will be sought. It is to comprise of academicians and researchers, government officials, teachers and content developers. Workshop: The project is to work towards the organization of a Workshop to be organized in Barcelona for two days towards the end of the project’s period. The Workshop is to bring together the group of individuals that have contributed in the project’s reflection fora. Workshop: The project is to work towards the organization of a Workshop to be organized in Barcelona for two days towards the end of the project’s period. The Workshop is to bring together the group of individuals that have contributed in the project’s reflection fora. In addition to the above outputs the project will design and maintain a website.

10. Outcomes Stage 2 Stage 2  Review of Literature  Review of Literature Stage 3 Stage 3  Comparative Review of Regulatory Frameworks

11. Outcomes Review of Literature:  White Paper  Data base of approximately 500 entries Responsible partner: Responsible partner:  Rene Descartes Paris 5 University Approach: Approach:  Meta-analysis of Existing Literature

12. Outcomes

13. Results Areas (meso-micro levels) identified for focused research Areas (meso-micro levels) identified for focused research  pupils itenaries: key factor  effects of coeducation  the role of school contexts and teachers’ representations  impact of didactical and pedagogical choices  the role of ICT instruments and mediators  set agenda for Empirical Research Stage

14. Outcomes Review of Regulatory Frameworks  Reports (ES, AT, PL, UK, FR, GR) Responsible Partner: Responsible Partner:  University of Barcelona) Approach: Approach:  Comparative review of selected areas

15. Specific Areas Considered A. Gender, Society and Education in Europe B. Girls and Mathematics in Secondary Education C. Training of the Mathematics Teacher

16. Training of Mathematics Teachers Initial training of teachers (didactics perspective) Initial training of teachers (didactics perspective) In service training In service training  Overall, PREMA identified that: Lack of ´´appropriate´´ teachers training Lack of ´´appropriate´´ teachers training Lack of specific contents about the interrelation processes between teachers and pupils Lack of specific contents about the interrelation processes between teachers and pupils Lack of contents that induce teachers to make a self- evaluation on their educational style in relation to pupils´ needs or conditions according to their gender Lack of contents that induce teachers to make a self- evaluation on their educational style in relation to pupils´ needs or conditions according to their gender Lack of sufficient training on how different types of classroom organization influence learning Lack of sufficient training on how different types of classroom organization influence learning

17. Training of Mathematics Teachers Lack of presence of a reflection on the gendered contents in the curricular programmes or tips on how to address this issue. Lack of presence of a reflection on the gendered contents in the curricular programmes or tips on how to address this issue. Lack of sufficient training for science and mathematics teachers about womens´ contribution to the construction of knowledge Lack of sufficient training for science and mathematics teachers about womens´ contribution to the construction of knowledge Lack of specific training that makes mathematics teachers aware of the correlation of psychology and emotional aspects, with the identification that pupils make on themselves with the subject and the posterior choices of studies Lack of specific training that makes mathematics teachers aware of the correlation of psychology and emotional aspects, with the identification that pupils make on themselves with the subject and the posterior choices of studies

18. Conclusions ▬ Effects of coeducation: females have progressively accessed the former masculine education system  but the current education system, methods, didactics and aims are fitted to boys´ interest and learning models as well as what the patriarchical society expects from boys  Coeducation understood as well as co-existence of boys and girls in the same classroom together with a standardization of curricular contents may not be enough to provide equal education and possibilities for boys and girls

19. Conclusions ▬ Teacher training approaches should be revisited in favor of gender sensitivity ▬ Lack of gender sensitive contents is manifested in their review ▬ Good practices generated from a bottom-up approach deserve attention ▬ Social pressures appear to induce girls and women not to choose what has traditionally been regarded as masculine

20. Conclusions → a set of questions → a set of questions → the development of the project´s research design and accompanying tools…… the development of the project´s research design and accompanying tools…… Jim Ridgeway Jim Ridgeway

21. Stage 4: Empirical Research Phase → Drawing inputs from the work outlined: PREMA