Girls' participation in mathematics education at the University level

Abstract

This study focused on girls' participation in mathematics education at the university level. The objectives of this study was to identify girls' participation in mathematics education at the university level and to explore factors that affect the participation of girl's in learning mathematics at the university level. This study was based on qualitative research design as well ascase study approach to explore the multiple realities. To meet the objectives, the researcher has selected two mathematics classrooms and three mathematics girls who are studying mathematics at the Central Department of Mathematics Education T.U, two mathematics teachers, and one female rights activist, asthe sample of this study. Classrooms and girls were selected based on purposive sampling. In this study researcher used classroom observation form and in-depth interviews. For this study,the researcher observed fifteen days in deeply on sample classrooms and sample girls. The collected data were analyzed with the help of the descriptive method. The finding of this case study shows that the participation of girls in mathematics atthe university level is weak as compared to boys on classroom regularity, involvement in group work, and involvement in peer work presentation skillsand on some approaches, girls are equally participating like doinghome assignment, interaction with teachers and peer in the mathematics classroom. The main fact or saffecting the girl's participation in mathematics education are perception of mathematics as a challenging subject,teachers' attitudes towards girls' students, sociocultural factors, self-interest in mathematics, completionof graduation in conjugal life and complete graduation after graduation baby birth.