PREMA International WorkshopPREMA International WorkshopEl Parc Cientific de Barcelona, 25-26/1/07El Parc Cientific de Barcelona, 25-26/1/07

Kathy Kikis-PapadakisKathy Kikis-Papadakis

The PREMA ProjectThe PREMA Project

Promoting Equality in Mathematics Promoting Equality in Mathematics AchievementAchievement

Socio-Pedagogical PerspectiveSocio-Pedagogical Perspective

Reporting on Empirical Research Findings: But firstReporting on Empirical Research Findings: But first

I.I. BackgroundBackground

II.II. MethodologyMethodology

III.III. Results →Results →

I. BackgroundI. Background

Starting date:Starting date:October 1st, 2005October 1st, 2005

Completion date:Completion date:June 30th, 2007June 30th, 2007

GoalGoal

PREMA ’s Goal is MultidimentionalPREMA ’s Goal is MultidimentionalMacro Level → identify and discuss reasons for women ’s Macro Level → identify and discuss reasons for women ’s

underrepresentation in science and underrepresentation in science and engineeringengineering

Meso Level → identify appropriateness of the educational Meso Level → identify appropriateness of the educational systems in terms of gender systems in terms of gender

sensitive sensitive conditions (curricular conditions (curricular structures, teachers structures, teachers training training schemes contents, organization schemes contents, organization of of learning)learning)

Micro Level → girls achievements and attitudes towards Micro Level → girls achievements and attitudes towards mathematics and teachers mathematics and teachers

perceptions perceptions and teaching practicesand teaching practices

Project objectivesProject objectives

The specific objectives the project intends to achieve are:The specific objectives the project intends to achieve are: The conduct of in-depth review into the literature under the The conduct of in-depth review into the literature under the

scope of defining the elements that attribute to girls’ scope of defining the elements that attribute to girls’ underperformance in mathematicsunderperformance in mathematics

The comparative analysis of the legislative frameworks for The comparative analysis of the legislative frameworks for education and training (for mathematics) across the 25 education and training (for mathematics) across the 25 Member States. The focus is in the type of activities Member States. The focus is in the type of activities proposed for the implementation of the curriculum.proposed for the implementation of the curriculum.

Analysis of the relation between legislative framework Analysis of the relation between legislative framework provisions and teachers’ needs. The focus is on the provisions and teachers’ needs. The focus is on the discrepancies of “what is” required and “what can” be discrepancies of “what is” required and “what can” be provided provided

The mapping of alternative reasons/factors that appear to The mapping of alternative reasons/factors that appear to constitute constraints to girl’s performance/achievement in constitute constraints to girl’s performance/achievement in mathematics or choices for subject related careersmathematics or choices for subject related careers

Project outcomesProject outcomes

Reports:Reports: The project will produce three reports of which the one The project will produce three reports of which the one is a White Paper on the issue of gender in performance in is a White Paper on the issue of gender in performance in mathematics. The second report to be produced will refer to the mathematics. The second report to be produced will refer to the discrepancies in the administrative and regulatory frameworks discrepancies in the administrative and regulatory frameworks between the Member States. The third report is a synthesis of between the Member States. The third report is a synthesis of the above two and its impact will be on a) National Educational the above two and its impact will be on a) National Educational Authorities which will be provided with an all-inclusive document Authorities which will be provided with an all-inclusive document to reflect upon the changes required for their particular national / to reflect upon the changes required for their particular national / regional context, and b) the Commission Services.regional context, and b) the Commission Services.

Best Practice Guidelines:Best Practice Guidelines: The results of the project’s empirical The results of the project’s empirical phase and findings in the review of literature and review of phase and findings in the review of literature and review of legislative frameworks constitute the bases for the development legislative frameworks constitute the bases for the development of a set of guidelines for teachers. The aim of these guidelines is of a set of guidelines for teachers. The aim of these guidelines is to develop awareness in the teachers community on the factors / to develop awareness in the teachers community on the factors / elements that need consideration in the teaching of mathematics elements that need consideration in the teaching of mathematics particularly under the scope of reducing the gender difference in particularly under the scope of reducing the gender difference in the discipline of mathematics.the discipline of mathematics.

Project outcomesProject outcomes

Network:Network: The PREMA Network is (to be) a Network of The PREMA Network is (to be) a Network of approximately 100 members from across Europe. The approximately 100 members from across Europe. The participation of at least three individuals from each of the participation of at least three individuals from each of the 25 Member States will be sought. It is to comprise of 25 Member States will be sought. It is to comprise of academicians and researchers, government officials, academicians and researchers, government officials, teachers and content developers. teachers and content developers.

Workshop:Workshop: The project is to work towards the organization The project is to work towards the organization of a Workshop to be organized in Barcelona for two days of a Workshop to be organized in Barcelona for two days towards the end of the project’s period. The Workshop is to towards the end of the project’s period. The Workshop is to bring together the group of individuals that have contributed bring together the group of individuals that have contributed in the project’s reflection fora. in the project’s reflection fora.

In addition to the above outputs the project will design and In addition to the above outputs the project will design and maintain a website.maintain a website.

OutcomesOutcomes

Stage 2Stage 2Review of LiteratureReview of Literature

Stage 3Stage 3

Comparative Review of Regulatory FrameworksComparative Review of Regulatory Frameworks

OutcomesOutcomes

Review of Literature:Review of Literature:White PaperWhite PaperData base of approximately 500 entriesData base of approximately 500 entries

Responsible partner:Responsible partner:Rene Descartes Paris 5 UniversityRene Descartes Paris 5 University

Approach:Approach:Meta-analysis of Existing LiteratureMeta-analysis of Existing Literature

OutcomesOutcomes

ResultsResults

Areas (meso-micro levels) identified for Areas (meso-micro levels) identified for focused researchfocused researchpupils itenaries: key factorpupils itenaries: key factoreffects of coeducationeffects of coeducationthe role of school contexts and teachers’ the role of school contexts and teachers’

representationsrepresentationsimpact of didactical and pedagogical choicesimpact of didactical and pedagogical choicesthe role of ICT instruments and mediatorsthe role of ICT instruments and mediators

set agenda for Empirical Research Stageset agenda for Empirical Research Stage

OutcomesOutcomes

Review of Regulatory FrameworksReview of Regulatory FrameworksReports (ES, AT, PL, UK, FR, GR)Reports (ES, AT, PL, UK, FR, GR)

Responsible Partner:Responsible Partner:University of Barcelona)University of Barcelona)

Approach:Approach:Comparative review of selected areasComparative review of selected areas

Specific Areas ConsideredSpecific Areas Considered

A.A. Gender, Society and Education in EuropeGender, Society and Education in Europe

B.B. Girls and Mathematics in Secondary Girls and Mathematics in Secondary EducationEducation

C.C. Training of the Mathematics TeacherTraining of the Mathematics Teacher

Training of Mathematics TeachersTraining of Mathematics Teachers

Initial training of teachers (didactics Initial training of teachers (didactics perspective)perspective)

In service trainingIn service trainingOverall, PREMA identified that:Overall, PREMA identified that:

Lack of ´´appropriate´´ teachers trainingLack of ´´appropriate´´ teachers training Lack of specific contents about the interrelation Lack of specific contents about the interrelation

processes between teachers and pupilsprocesses between teachers and pupils Lack of contents that induce teachers to make a self-Lack of contents that induce teachers to make a self-

evaluation on their educational style in relation to evaluation on their educational style in relation to pupils´ needs or conditions according to their gender pupils´ needs or conditions according to their gender

Lack of sufficient training on how different types of Lack of sufficient training on how different types of classroom organization influence learning classroom organization influence learning

Training of Mathematics TeachersTraining of Mathematics Teachers

Lack of presence of a reflection on the gendered Lack of presence of a reflection on the gendered contents in the curricular programmes or tips on how contents in the curricular programmes or tips on how to address this issue.to address this issue.

Lack of sufficient training for science and Lack of sufficient training for science and mathematics teachers about womens´ contribution to mathematics teachers about womens´ contribution to the construction of knowledge the construction of knowledge

Lack of specific training that makes mathematics Lack of specific training that makes mathematics teachers aware of the correlation of psychology and teachers aware of the correlation of psychology and emotional aspects, with the identification that pupils emotional aspects, with the identification that pupils make on themselves with the subject and the make on themselves with the subject and the posterior choices of studiesposterior choices of studies

ConclusionsConclusions

▬ Effects of coeducationEffects of coeducation: females have progressively : females have progressively accessed the former masculine education systemaccessed the former masculine education system

but the current education system, methods, but the current education system, methods, didactics and aims are fitted to boys´ interest and didactics and aims are fitted to boys´ interest and learning models as well as what the patriarchical learning models as well as what the patriarchical society expects from boyssociety expects from boys

Coeducation understood as well as co-existence of Coeducation understood as well as co-existence of boys and girls in the same classroom together with boys and girls in the same classroom together with a standardization of curricular contents may not be a standardization of curricular contents may not be enough to provide equal education and enough to provide equal education and possibilities for boys and girlspossibilities for boys and girls

ConclusionsConclusions

▬ Teacher training approaches should be Teacher training approaches should be revisited in favor of gender sensitivityrevisited in favor of gender sensitivity

▬ Lack of gender sensitive contents is Lack of gender sensitive contents is manifested in their reviewmanifested in their review

▬ Good practices generated from a bottom-up Good practices generated from a bottom-up approach deserve attentionapproach deserve attention

▬ Social pressures appear to induce girls and Social pressures appear to induce girls and women not to choose what has traditionally women not to choose what has traditionally been regarded as masculinebeen regarded as masculine

Conclusions Conclusions →→

a set of questions →a set of questions →

the development of the project´s the development of the project´s research design and accompanying research design and accompanying tools……tools……

Jim RidgewayJim Ridgeway

Stage 4: Empirical Research PhaseStage 4: Empirical Research Phase

→→ Drawing inputs from the work outlined: Drawing inputs from the work outlined: PREMAPREMA