PARTICIPACIÓN EN CLASES DE MATEMÁTICA: UNA MIRADA INTEGRADA ENTRE EDUCACIÓN MATEMÁTICA CRÍTICA Y FEMINISMO COMUNITARIO

Abstract

Diverse educational research, added to the results obtained in different standardized tests of mathematics, show that men have better results than their female counterparts and that the latter consider themselves good in the subject, unlike the former. This research was developed in a subsidized private institution in Maipú, Chile, whose mathematics department is made
up of female teachers only. There, a seventh year of primary education was observed and surveyed with the purpose of studying, in the subject of mathematics, the participation in classes and self-confidence levels that female students have, compared to their male peers and analyze the results from an integrated visión between Critical Mathematics Education and Community Feminism. The results of the study show that female students particípate less than males in class and that their participation supposes a lesser cognitive challenge, in addition to feeling little confidence. As a conclusión of this research, the need to edúcate critically in mathematics, from a feminist perspective, becomes clear with the purpose of reconciling the previously mentioned differentiations.