https://hdl.handle.net/10481/15017 2026-04-20T02:45:56Z 2026-04-20T02:45:56Z García-Durán, Desirée Fernández Oliveras, Alicia Martín-Gámez, Carolina https://hdl.handle.net/10481/108739 2025-12-12T07:54:16Z

How to fit identities? A systematic review about scientific education from a gender perspective García-Durán, Desirée; Fernández Oliveras, Alicia; Martín-Gámez, Carolina Addressing the gender gap in science, technology, engineering, and mathematics (STEM) education has become a critical focus in recent years, emphasizing the need for gender-sensitive teaching approaches from the early stages. We conducted a systematic literature review of studies published up to September 2022, focusing on methodological guidelines for incorporating a gender perspective in primary science and engineering education. A total of 104 articles were analyzed, identifying six emerging topics: the formation of student identity and their perceptions of scientific-engineering fields, students’ attitudes towards science and engineering, potential differences in science skills between girls and boys; emotional performance in learning scientificengineering subjects, and factors influencing the non-election of scientific-engineering subjects and studies. The findings show that implementing activities based on engineering practices in primary education has great potential to enhance the interest, participation, and self-concept of students of both genders, thereby promoting diversity and addressing the gender gap in STEM fields. This study is part of the doctoral thesis funded by Ministry of Universities (FPU21/00256) and the R+D+i projects “Development and monitoring of pre-service and novice science teachers’ teaching identity. Study of the influence of the inquiry processes, emotional and gender profiles (INQUIRY-IDEG)” (reference PID2022-140001OA-I00), funded by MICIU/AEI/1.13039/501100011033 and FEDER (UE); “Visibility of UMA STEM researchers in pre-service teacher training. Perception and aping as strategies towards the inclusion of the gender perspective in STEM education" (reference JA-B2-02), funded by IIPPIT UMA; and “Didactic analysis of teaching and learning units in mathematics and science textbooks from a gender perspective” (reference PGC2018-094114-A-I00), funded by Ministery of Science, Innovation and Universities of Spain Goverment.

Torres-Blanco, Verónica Fernández Oliveras, Alicia Martín-Gámez, Carolina https://hdl.handle.net/10481/106730 2025-09-30T12:51:31Z

Overcoming stereotypes in teacher training: Responses from a systematic review to address the gender gap in STEM Torres-Blanco, Verónica; Fernández Oliveras, Alicia; Martín-Gámez, Carolina

Herrera Janques, Martín Eduardo Albanese, Verónica https://hdl.handle.net/10481/98728 2025-01-09T06:53:10Z

Dancing symmetries: unveiling patterns in couple dances Herrera Janques, Martín Eduardo; Albanese, Verónica From an ethnomathematical perspective, a dialogue of mutual interrogation is proposed to describe the relation between the mathematical concept of symmetry and displacement movements performed in some couple dances: chacarera, swing, salsa, and tango. A rotational symmetry arises in the analysis of the figure of the chacarera, while a specular symmetry is described in some step structures of swing and salsa. The case of tango makes it necessary to define a new pattern based on translated translations. Some connections between the type of symmetry and the type of link in the couple, the management of the space on the dance floor, and the origins of each dance are determined. This research provides insights for future educational proposals that weave an embodiment approach with a focus on dynamic geometry.

Martín Gámez, Carolina Fernández Oliveras, Alicia https://hdl.handle.net/10481/87689 2024-01-30T18:58:09Z

Encouraging a Gender Perspective in Science Education: A Learning Experience for Pre-Service Early Childhood Education Teachers Martín Gámez, Carolina; Fernández Oliveras, Alicia Gender bias in science should be made visible to the pre-service teachers and those pre-service teachers should be given tools to implicitly counter that gender bias. One way to do this may be by simply including more female scientists together with male scientists in the teaching approaches, rather than the norm of predominantly including males. This work describes and evaluates a learning experience in which the aim was to encourage pre-service early childhood education teachers to consider aspects of gender in science education and to begin acquiring the skills needed to design teaching strategies that promote these aspects. Participants were 56 pre-service teachers whose task was to design workshops on science topics in which women scientists have made key contributions. At the outset, some of the participants showed little inclination to consider aspects of gender in the science classroom, and others did not contemplate that science and gender could be addressed in an integrated way. It was also apparent that the pre-service teachers lacked the skills needed to design activities that encompassed both scientific content and aspects of gender. Overall, the subsequent learning experience appears to have had a positive impact, although we suggest certain refinements that could lead to more satisfactory outcomes.

Fernández Oliveras, Alicia Blanco-Álvarez, Hilbert Oliveras Contreras, María Luisa https://hdl.handle.net/10481/87642 2024-01-30T11:29:27Z

Aplicación de un Instrumento para Valorar la Idoneidad Didáctica Etnomatemática a una Propuesta de Enseñanza-Aprendizaje sobre Patrones de Medida No Convencionales Fernández Oliveras, Alicia; Blanco-Álvarez, Hilbert; Oliveras Contreras, María Luisa Este estudio establece relaciones entre el Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemática (EOS) y la Etnomatemática y aplica un instrumento diseñado para que los profesores puedan valorar la idoneidad didáctica de sus actuaciones desde una perspectiva etnomatemática. El trabajo forma parte de la línea de investigación en conexión de modelos o teorías compatibles para el avance de la investigación educativa. Analizamos la estructura y objetivos del EOS y de la Etnomatemática, con fundamento en la teoría de Wittgenstein, proponemos semejanzas de familia y establecemos relaciones entre ambos sistemas, a la luz de teorías socio-epistémicas posmodernistas. Aplicamos los indicadores de idoneidad didáctica del EOS adaptados a la perspectiva Etnomatemática ampliando su alcance, al incorporar componentes e indicadores etnomatemáticos, probando un instrumento capaz de recoger la importancia del contexto y la sensibilidad hacia diversas culturas en las propuestas de enseñanza-aprendizaje de matemáticas y ciencias experimentales. Mostramos la operatividad del instrumento mediante su aplicación a la valoración de una propuesta sobre patrones de medida no convencionales, implementada con estudiantes afrodescendientes de educación primaria, en una institución educativa pública del municipio de Tumaco, en Colombia. El cumplimiento de los indicadores es alto, con una idoneidad ecológica óptima destacada y una idoneidad epistémica que es mejorable. Respecto a los requerimientos etnomatemáticos que consideran las condiciones culturales contextuales, se encuentra un nivel didáctico alto. Recuperar unidades de medida ancestrales de comunidades constituye una forma inmejorable de contextualizar las matemáticas y las ciencias experimentales en cualquier aula, desarrollando una educación intercultural.; This study establishes relationships between the Ontosemiotic Approach to Mathematical Knowledge and Instruction (EOS) and Ethnomathematics and applies an instrument designed for teachers to assess didactic suitability of their performance from an ethnomathematical perspective. The work is part of the line of research in connection with models or compatible theories for the advancement of educational research. We analyze the structural description and objectives of EOS and Ethnomathematics, using Wittgenstein's theory as a foundation, we propose family similarities and establish relationships between them, taking postmodernist socio-epistemic theories. We apply the EOS didactic suitability indicators adapted to the Ethnomathematical perspective, expanding their scope by incorporating ethnomathematical components and indicators, testing an instrument capable of collecting the importance of context and sensitivity towards different cultures in teaching-learning proposals of mathematics and experimental science. We show the use of the instrument by its application to the assessment of a proposal on unconventional measurement patterns, implemented with Afro-descendant students of primary education in a public educational institution in the municipality of Tumaco, in Colombia. Compliance with the indicators is high, with outstanding optimal ecological suitability and epistemic suitability that can be improved. Regarding the ethnomathematical requirements that consider the contextual cultural conditions, there is a high didactic level. Recovering ancestral units of measurement from communities is an excellent way to contextualize mathematics and experimental science in any classroom, developing an intercultural education.