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Gender and Mathematics Education in Finland

  • Chapter
Towards Gender Equity in Mathematics Education

Part of the book series: New ICMI Study Series ((NISS,volume 3))

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Conclusions

The policy in Finland has been to create equal opportunities for all. The reproduction cycle is, however, strong. The educational field at all levels and the labor market is gender segregated.

One of the problems in mathematics education is that relatively fewer girls choose the extended course in mathematics in the senior secondary school. As extensive mathematics and physics is a requirement for many of the fields of education popular among girls, for example, medicine, dentistry, and veterinary studies, there are not many left for the field mathematics. And a big proportion of those choosing mathematics at the university will probably become teachers.

Another cause for worry is why proportionally fewer girls than boys achieve the highest marks in the matriculation examination in extensive mathematics. Not having an answer, I will refrain from speculation.

In order to get more women into postgraduate studies in mathematics at the universities, we will probably have to start with the compulsory schools. The different patterns of task-choosing behavior by girls and boys, math self-concept, and attitudes towards mathematics and learning mathematics should be investigated. And the reason, or reasons, for the achievement gap in mathematics between boys and girls in senior secondary school must be explained.

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  1. Lena M. Finne
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  1. OISE, Toronto, Ontario, Canada

    Gila Hanna

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Finne, L.M. (1996). Gender and Mathematics Education in Finland. In: Hanna, G. (eds) Towards Gender Equity in Mathematics Education. New ICMI Study Series, vol 3. Springer, Dordrecht. https://doi.org/10.1007/0-306-47205-8_11

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