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PREMA International Workshop El Parc Científic de Barcelona, 25-26/1/2007

Report on Research Findings AUSTRIA. PREMA International Workshop El Parc Científic de Barcelona, 25-26/1/2007 Institute for Future Studies kathrin.helling@futurestudies.org. Austrian Educational System. School Maths is compulsory during whole school time

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PREMA International Workshop El Parc Científic de Barcelona, 25-26/1/2007

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  1. Report on Research Findings AUSTRIA PREMA International Workshop El Parc Científic de Barcelona, 25-26/1/2007 Institute for Future Studies kathrin.helling@futurestudies.org

  2. Austrian Educational System • School • Maths is compulsory during whole school time • Choose focus of education after 8 years of schooling • Technically or natural science oriented schools have a higher amount of maths lessons • University • Diploma vs. teacher training (Lehramt) • Number of women enroled in teacher training for mathematics exceeds number of men

  3. Methodology • Qualitative interviews • Guidelines adapted to Austrian context • 5 girls from different schools (secondary and grammar school, technical college, college for home economics) • 5 female students (teacher trainees for Mathematics, Biology, Physics; Technical Mathematics) • 1 female/ 4 male school teachers (secondary school, grammar school for natural sciences) • 1 male university professor (department of Mathematics) • 2 female policy makers (project coordinator and team member FIT-Tirol) • Analysis with Analytical Framework • Extraction of general themes according to theory

  4. Results I • no major differences in Mathematics achievement of boys and girls at school or university (some girls might be better achievers because they are more diligent and work more accurately) • pupils attribute high achievement in Mathematics to diligent behaviour and paying attention during lessons • marks are the main motivation for pupils to work hard in Maths (would be helpful in the application process for apprenticeships and schools) • General interest in science and future plans are main reason for choice of school (natrural sciences or humanities) • Parents influence pupils‘ choices of schools; they support their children to take a decision on their own

  5. Results II • professional image of mathematicians is often unclear • larger number of women decide to enrol in teacher training for natural sciences at university rather than in diploma studies (easier to combine family plans with beeing a teacher) • women might need network structures to support their self-conciousness with regards to Maths Example: FIT – Frauen in die Technik(http://www.bmbwk.gv.at/FIT) funded by: Austrian Federal Ministry for Education, Science and Culture (BMBWK) European Social Funds • Information days about natural science studies for girls • FIT-Launch – network for women who study natruralsciences; supports exchange between students

  6. Suggestions for School, Curriculum, Policy • Set up networks to support womens‘ self-conciousness with regard to Maths • Support initiatives for the promotion of careers in technology for women • Support all pupils/ students individually • Support pupils to find out about their interests • Support teachers to apply ICT during lessons > varied teaching methods • Provide pupils/students with information about • contents of Mathematics studies at university • job descriptions of Mathematicians • student councelling > reduce drop-out • Provide parents with information about possible careers in natural sciences • Improve possibility to combine career and family (e.g. all day-schools)

  7. Gender Issues in the Austrian Curricula • Educational principle „Education to equality between women and men“ • Motivate consideration/discussion of gender equality matters in the contents of curricula, class, educational materials • Enable pupils to reflect on gender-specific discrimination INTENTIONS CONNECTED WITH THE PRINCIPLE • Raising awareness of gender-specific socialisation • Perception of causes/forms of gender-specific work division • Reduction of role stereotypes through teaching contents, education materials, behaviour of school partners • Reflection on own gender-role concepts • Raising awareness of violence and sexism; Pointing out possibilities for prevention/intervention • Promotion of readiness to eliminate gender-specific prejudices/ discrimination; encouragement of self-confidence and socio-cooperative attitudes; priciple of partnership between pupils http://www.bmbwk.gv.at/medienpool/9718/PDFzuPubID455.pdf

  8. THANK YOU!

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