Mathematics Education and Gender: Promoting equity in the classroom
DOI:
https://doi.org/10.54541/reviem.v3i1.86Keywords:
Diversity and Gender Equality, History of Mathematics, Pedagogical Practices, Female Representation, InclusionAbstract
This article aims to investigate the intersection between Mathematics Education and the gender issue, emphasizing the importance of promoting gender equity in the school environment. Through a critical review of the literature, we intend to examine the historical representation of women in mathematics, as well as the lack of gender diversity among professionals in this field. Consequently, practical recommendations are sought to be presented for educators and researchers interested in fostering gender equality in Mathematics Education. These suggestions will encompass approaches to address gender stereotypes in the classroom, provide equitable learning opportunities, encourage the participation of female students in mathematical activities, and promote successful female role models in this field. It is believed that adopting these strategies can establish a more inclusive mathematical learning environment where all children, regardless of their gender, can fully develop their potential, feeling valued and encouraged in their educational journey.
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