Bibliographic Details
| Title: |
Análisis de la brecha de género en Matemáticas: un estudio incrustado. |
| Alternate Title: |
Gender Gap Analysis in Mathematics: an embedded study. |
| Authors: |
Tene-Tenempaguay, Tannya1 tatene@usal.es, Hernández-Ramos, Juan Pablo1, Martínez-Abad, Fernando1 |
| Source: |
Educación y Humanismo. jul-dic2025, Vol. 27 Issue 49, p1-17. 17p. |
| Subject Terms: |
*Mathematics education, *Focus groups, *Gender inequality, *Educational equalization, *Teenagers, Women in science, Ecuadorians |
| Geographic Terms: |
Ecuador |
| Abstract (English): |
Introduction: education of young women is key to their personal and social development, but it has barriers and limitations that prevent them from participating harmoniously in the world of science. Objective: to analyze the situation of adolescent students in Ecuador in the area of mathematics from the PISA-D database and focus groups with secondary school teachers. Methodology: is an embedded study with a predominance of the quantitative approach. In which a multilevel predictive model was first developed and then two focus groups were developed. The sample consisted of 5,664 students and 12 secondary school teachers from a public school in the country. Results: it was evident that Ecuadorian women individually have lower performance in mathematics than men, but at the central level the results were not significant. The possible causes are associated with motivation, effort towards studies and diversity of groups. Conclusion: Women still struggle with a system that does not offer opportunities in formal compulsory science education, so more gender studies are suggested. In addition, it is recommended to create programs and policies to achieve greater equity in Ecuador. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Introducción: la educación de las jóvenes es clave para su desarrollo tanto personal como social, pero esta posee barreras y limitaciones que impiden participar de forma armónica en el mundo de la ciencia. Objetivo: analizar la situación de las estudiantes adolescentes de Ecuador en el área de Matemáticas a partir de la base de datos PISA-D y de grupos focales con docentes de secundaria. Metodología: es un estudio incrustado con un predominio del enfoque cuantitativo. En el cual, primero se realizó un modelo predictivo multinivel para posteriormente desarrollar dos grupos focales. La muestra estuvo conformada por 5664 estudiantes y 12 docentes de educación secundaria de un centro público del país. Resultados: se evidenció que las mujeres ecuatorianas a nivel individual obtienen un menor rendimiento en Matemáticas que los varones, pero a nivel centro los resultados no fueron significativos. Las posibles causas se asocian a la motivación, esfuerzo hacia los estudios y diversidad de grupos. Conclusión: aún las mujeres luchan contra un sistema que no ofrece oportunidades en la educación científica formal obligatoria, por lo que se sugiere la realización de más estudios sobre la inequidad de género. Además, se recomienda crear programas y políticas para lograr mayor equidad en Ecuador. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
