Women in mathematics

brief considerations on the presence of women in math-ematics education

Abstract

The aim of this research was to quantitatively analyze the production of female dissertations in Postgraduate Programs in Mathematics Education in the state of Paraná. It was based on the hypothesis that female production in this area of knowledge would be in evidence, given that, according to Nunes (2021), the female public tends to occupy more space in areas linked to teaching or education, to the detriment of the “hard” areas of knowledge. In this sense, the methodology consisted of analyzing the number of dissertations defended by women, as well as articulating the number identified with some bibliographical references that address the issue of the inclusion of women in the field of mathematics, in general. It was noted that women are in the majority in the courses analyzed and that their presence has been taking up space, which can contribute to the construction of references that encourage girls and other women to seek their professional paths in mathematics, as well as breaking down stereotypes that do not do justice to gender equality within this field of knowledge.