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

PREMA International Workshop El Parc Cientific de Barcelona, 25-26/1/07. GREECE – Empirical Research Results. Renia Papanastasiou. The Sample. Location: Heraklion, Crete, GR Sample: 111 pupils responded to the quantitative questionnaire 40 pupils were interviewed 4 university students

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

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  1. PREMA International WorkshopEl Parc Cientific de Barcelona, 25-26/1/07 GREECE – Empirical Research Results Renia Papanastasiou

  2. The Sample • Location: • Heraklion, Crete, GR • Sample: • 111 pupils responded to the quantitative questionnaire • 40 pupils were interviewed • 4 university students • 2 policy makers • 22 teachers of mathematics

  3. The Results The results suggest that: • girls perform better than boys “till some point” in the 2nd grade of the Lyceum • social disposition is a key factor • gender of the teacher does not seem to be a determining factor • girls are concerned over the challenges of a science/engineering career (in relation to a “secure” life) • of interest here are the results of Womeng’s Project – Creating Cultures of Success for Women Engineers, 5th FP / IHRP and the Socio Economic knowledge Base, coordinated by Dr. Yvonne Pourrat, CDEFI (FR), womeng@cdefi.fr

  4. The Results • Classroom Culture • girls more “steady” • girls study more • girls are better students in all areas of study • boys make noise → attract teachers’ and other pupils’ attention • challenging questions are usually answered to by boys • no difference between male and female math teachers

  5. The Results • high achieving girls in mathematics are also high achievers in other courses rather than just being mathematically inclined • boys seem to be able to make a “strong” comeback to the achievement of mathematics once they have decided to pursue studies in maths and sciences • teachers “report” that these do not distinguish between boys and girls HOWEVER deep reflectioning in the matter gives strong indications that “teachers teach for boys”

  6. The Results • low level of response from policy makers • math syllabus needs re-designing and gender sensitive strategies need to be applied (currently the results undergo analysis)

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