Effective pedagogical practices and gender equality in early childhood mathematical development

Abstract

This study identifies effective pedagogical practices that promote gender equality and contribute to the equitable development of mathematical skills in early childhood. A qualitative approach was used based on interviews with seven graduates of the Early Childhood Education program, who are currently working as educators in the Los Lagos region of Chile. The results show that, although there is awareness of the need to integrate the gender perspective in mathematics teaching, the concrete implementation of strategies to achieve it is still limited. Practices based on play, the use of non-stereotyped materials and the promotion of equal participation are highlighted. It is concluded that it is necessary to strengthen initial and continuous teacher training to consolidate inclusive pedagogical approaches.

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