Strategies for Inculcating Gender Equity in Mathematics Classrooms for Enhancement of Learners’ Problem-Solving Skills

Dennis R. Nimely, Jr. and Florence K. Nyamu, OGW (PhD)
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Dennis R. Nimely, Jr.: Post-graduate Candidate, Department of Educational Communication and Technology, School of Education, Kenyatta University
Florence K. Nyamu, OGW (PhD): Senior Lecturer, Department of Educational Communication and Technology, School of Education, Kenyatta University

International Journal of Research and Innovation in Social Science, 2023, vol. 7, issue 7, 1446-1454

Abstract: The report released in 2022 by United Nations Educational, Scientific, and Cultural Organization (UNESCO) shows that globally, female enrolment is at least 88% at primary and secondary school levels. The 88% is an indicator of good progress in gender equality in education. Of concern, however, is gender equity in Mathematics classrooms. Internationally set goals, Education For All (EFA) Goal 5, Millenium Development Goals (MDGs) Goal 3 and Sustainable Development Goals (SDGs) Goal 4, all focus on gender equity. This study aims to raise awareness about strategies and practices for gender equity in teaching and learning Mathematics. The study uses inclusion and exclusion criteria, a literature review, and empirical data analysis. Evidence suggests that gender equity in Mathematics improves critical thinking skills and increases gender balance in Mathematics education. The researchers recommend further study on strategies for integrating gender equity in Mathematics classrooms.

Date: 2023
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