Conclusions
The statistical data shown here confirm again a well-known picture of women’s unequal participation in mathematics and related fields. They also show that there has been almost no change over time in the situation in mathematics. It is very serious that in women’s participation in mathematics education there is no positive development worth mentioning, rather — as shown in some respects — a negative one. The development in other subjects differs from mathematics. Where are the invisible barriers for women? There is a desire on the part of the government to bring about change. Five million SEK have been given to five different projects at the universities for development work to get more female students in mathematics. All the projects intend to promote women’s participation in education in mathematics and related areas in, for example, women-only groups, problem-based learning, small-group work, or teaching in a gender-inclusive context.
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Grevholm, B. (1996). Women’s Participation in Mathematics Education in Sweden. 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_8
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DOI: https://doi.org/10.1007/0-306-47205-8_8
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