Mainstreaming gender in mathematics university teaching and an assessment from students and teachers

Abstract

Although Spanish law obligates the integration of a gender perspective in university teaching, this does not happen in reality and much less in math subjects. We provide guidelines for reviewing math courses from a gender perspective. In particular, we focus on aspects such as: the adequate management of the classroom, the visibility of the contributions of women, the use of an inclusive language, the methodology through active teaching, the contents, the work in values by humanizing the problems, the use of the computer, an appropriate and diverse evaluation and, above all, interpersonal relationships, where empathy and breaking with stereotypes and implicit biases are fundamental. We show examples in some subjects, especially statistics in the field of Engineering and Health degrees. Results based on student participation in activities and their opinion are very satisfactory. Furthermore, feedback obtained after a course about math coeducation to other teachers is also very promising.