La inclusión de mujeres matemáticas relevantes en el aula. Una experiencia con futuro profesorado de educación primaria  

51 | 2025

María Santágueda-Villanueva*, María José Madrid Martín**

* Universitat Jaume I (UJI), Facultad de Ciencies Humanas y Sociales, España
https://orcid.org/0000-0002-5472-7972
** Universidad Pontificia de Salamanca (UPSA), Facultad de Educación, España
https://orcid.org/0000-0002-3582-9738

The Inclusion of Relevant Female Mathematicians in the Classroom. An Experience with Pre-Service Primary Education Teachers

Promoting the inclusion of relevant women in the history of mathematics in the classroom is key to fostering their recognition. Considering the main role of teachers in this field, our proposal aims to analyze the knowledge and perceptions of a group of students in the Bachelor's Degree in Primary Education regarding the inclusion of historically significant women mathematicians in teaching and learning processes. A descriptive study was conducted using a questionnaire administered after the students engaged in a learning activity focused on a woman mathematician. The results show that, in general, before the experience, the students lacked the necessary knowledge to design didactic sequences that address the contributions of these women.

Keywords

women mathematicians, history of mathematics in the classroom, pre-service teachers, primary education

DOI: https://doi.org/10.22355/exaequo.2025.01.12
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Direitos de autor: Creative Commons – CC BY NC

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