The construction and utilization of a lecture for high school students as pathways to understanding the underrepresentation of women in mathematics

Abstract

This article investigates how the development and implementation of a lecture for high school students can contribute to understanding the underrepresentation of women in mathematics. The research is based on a qualitative approach and was conducted in three educational institutions in 2023. Through pre- and post-lecture questionnaires, we analyzed students’ perceptions of the relationship between gender and mathematics, identifying structural biases and beliefs. The results indicate that, despite the persistence of stereotypes, the lecture enabled critical reflections on the influence of patriarchy in science and mathematics education. Grounded in authors such as bell hooks, Angela Saini, and Letícia Nascimento, this study highlights the need for pedagogical practices that promote gender equity and challenge social hierarchies in the school environment.