Mathematics teaching and gender preferences
A study on the promotion of girls in STEM subjects at secondary schools I
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The prevailing underrepresentation of women in STEM professions and degree courses raises questions about gender equality and talent utilization. Despite legal equality, inequalities persist in Vorarlberg due to unequal pay and traditional role models (Vorarlberg state government, n.d.). According to PISA, the gender gap in mathematics in Austria is particularly large at 19 points (Toferer et al., 2023). The aim of this work is to use girl-centered mathematics lessons to positively strengthen female secondary school students' interest in mathematics and science. The concept is based on gender-...
The prevailing underrepresentation of women in STEM professions and degree courses raises questions about gender equality and talent utilization. Despite legal equality, inequalities persist in Vorarlberg due to unequal pay and traditional role models (Vorarlberg state government, n.d.). According to PISA, the gender gap in mathematics in Austria is particularly large at 19 points (Toferer et al., 2023). The aim of this work is to use girl-centered mathematics lessons to positively strengthen female secondary school students' interest in mathematics and science. The concept is based on gender-sensitive didactics, role models, language, interaction patterns and appropriate teaching and learning methods. Pupils from two lower secondary schools in Vorarlberg were asked about their motivation, talent direction and perception of the lessons. The results show: Girl-centered mathematics lessons have a positive effect on female students - with the exception of the relevance of everyday tasks in lower secondary school.
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