A research project of the School of Education.
PREMA aimed at the deepening of understanding of the socio-cultural and pedagogical factors that impede upon girls' achievement / performance in mathematics which in turn affect women's under-representation in areas of social and economic importance. The project was particularly concerned over the emergence of the digital divide which appears to be strongly linked to mathematics school performance.
The project is funded by the following grant.
- Prema (£23549.00 from European Commission)
PREMA investigated the problem under concern from a policy-practice perspective. Beneficiaries of the results are: policy designers, content developers, school administrators, researchers, teachers and teacher trainers. The work undertaken was guided by the CIPP evaluation model. Among the activities undertaken were: analysis of the current situation across different EU countries, analysis of the legislative and regulatory arrangements, and observations into teaching practices. The above was complemented with the setting up of a network, the members of which took an active role in reflecting on project findings.
The project partnership was comprised of seven members representing six national contexts. The project's duration was eighteen months. The project generated outputs addressing issues such as discrepancies between the regulatory arrangements in the 25 Member States, discrepancies in the teaching methods across the Member States, and provides practitioners with a set of good practice guidelines.
Further information available at http://prema.iacm.forth.gr/