ࡱ> 13./05@  bjbj22 fXXB  &&&:888899:y~:~:(:::#<#<#<xxxxxxx$zR}x&T<"#<TTx&&::[xkkkT&:&:xkTxk k1k6vh&&w:r: 8] w^x4x0yw~hP~8w::&&&&~&w#<VyDkmJ1O#<#<#<xx::d58Dj::8CRITICAL NETWORKING FOR WOMEN AND MATHEMATICS: AN INTERVENTION PROJECT IN SWEDEN Barbro Grevholm University of Agder, Norway Abstract Womens performance in mathematics is good, but their participation is not satisfactory in Sweden. Change over time has been slow (Grevholm, 1996a). In an effort to speed up the rate of change in the area of gender and mathematics a network Women and mathematics was created in 1990. The network builds on international and Swedish research results in mathematics in its efforts to influence important parts of society, teachers and students. An overview of such research will be given as a foundation for the description and analysis of the work of the network. A philosophy of critical mathematics education serves as theoretical framework and the network is seen as an intervention project. Criteria for evaluating intervention projects will be used in the discussion of the effects of the network. The claim is that Women and mathematics is one possible efficient way to implement research results in order to create actions in mathematics teaching. Background and questions The ratio of women in academia has increased considerably during about a hundred years since they were formally allowed to enter colleges and universities. In Sweden the women constitute around 60 % of the entrants each year and the situation in the US is similar. But there are still areas where women are not taking part in the activities to an equal degree. For a long time mathematics has been one of those areas and little change in that situation has been noted (Grevholm, 1995ab, 1996a, Skolverket, 2003), contrary to the situation in for example medicine and law studies. It has become a concern of society as the access of qualified persons going into work in science and technology is claimed by politicians and industrial decision makers to be vital for progress. In most developed countries there have been actions and activities for about twenty years in order to raise the number of students, and especially women, going into mathematics and science (Grevholm, 1993b, Solar, 1998). Through research on gender and mathematics a growing body of knowledge is available but this fact does not seem to influence the situation much. In practice changes in the area of gender and mathematics are slow and it seems that the results from research to a minor degree reach teachers in schools and have impact on their teaching. Can womens participation in mathematics be improved? Can research influence practice to support increased participation of women in mathematics? What can be done? Both researchers and teachers need multiple frameworks to help in understanding and interpreting reality but we also need to act, to build new agendas, as Leder et al (1996, p 978) writes, for change and development in the area of gender and mathematics. The aim of the paper I will describe, analyse and discuss the network Women and mathematics in Sweden, which can be seen as a long term intervention programme to bring about change in the area of mathematics and gender. The networking activities will be related to and explored against a background of research findings internationally and in Sweden. One purpose is to argue for long-term networking as one possible efficient way to bring about change. Another purpose is to interpret the activities of the network with perspectives from research on gender and mathematics. Theoretical research issues on gender and mathematics Gender and mathematics has been an international research focus for about thirty years. Some examples of relevance for this paper from international findings and from Swedish research will be discussed. International findings The International Commission on Mathematical Instruction, ICMI, initiated an international research conference on Gender and mathematics in 1993. One of the plenary speakers, Elizabeth Fennema (1995 p 26, 1996) in her paper summarises research findings in the area of gender and mathematics in this way: 1. Gender differences in mathematics may be decreasing. 2. Gender differences in mathematics still exist in: learning of complex mathematics personal beliefs in mathematics career choice that involves mathematics 3. Gender differences in mathematics vary: by socio-economic status and ethnicity by school by teacher 4. Teachers tend to structure their lessons to favour male learning. 5. Interventions can achieve equity in mathematics. Fennema gives an overview of her own research and that of others in her paper. Reflecting upon a review of extant work on sex differences in mathematics, which she wrote in 1974 and in which she concluded that there was evidence to support the idea that there were differences between girls and boys learning of mathematics, she writes: it was really the writing of that 1974 article that turned me into an active feminist, compelling me to recognize the bias that existed toward females, which was exemplified by the recognition and acceptance by the mathematics education community at large of gender differences in mathematics as legitimate. (Fennema, 1995, p 22) She discusses intervention studies as well as the different research perspectives used during three decades: traditional social science, cognitive science and feminist perspectives. Her conclusion is that: We have come a long way. We have a long way to go to accomplish equity in mathematics education (ibid, p 35). She expresses her conception of feminist views as follows: Feminist scholars argue very convincingly that most of our beliefs, perceptions, and scholarship, including most of our scientific methodologies and findings, are dominated by male perspectives or interpreted through masculine eyes. [] because females have been omitted, the view of the world, as interpreted through masculine perspectives, is incomplete at best and often wrong (ibid p 32). As well as the review by Fennema (1974) already mentioned, two major reviews of research (Leder, 1992, Leder, Forgasz & Solar, 1996) indicate the issues and concerns that have been in focus during the last three decades in the area of gender and mathematics. The chapter by Leder (1992) in the International Handbook on Mathematics Education is called Mathematics and gender: Changing perspectives. She notes that more than 10 % of the articles in Journal for Research in Mathematics Education during 1978 to 1990 are about sex differences. Leder discusses the question of terminology (sex or gender) and finds it appropriate to select a terminology that emphasises cultural pressures and socialisation processes. Particular issues in the review are participation rates, performance and the differential course work hypothesis. The theoretical models include influence from the social environment, from significant others, from culture and the context in which the learning takes place as well as affective and cognitive variables. None of the models uses biological variables and the reason given for that is that no evidence has been found for mechanism based on biological influence. The environmental variables are school variables, teacher variables, the peer group, the wider society and parents. The learner related variables are cognitive, such as intelligence, spatial ability, internal beliefs, confidence and related variables, fear of success, attributions and persistence. Leder notes that Even though gender is often a significant determinant of aspirations, expectations, and behaviour, there are many other variables, including race and class for example, which have an important and interactive impact (p 617). In Leder, Forgasz and Solar (1996) a summary is given of research into gender issues and in particular into the effectiveness of related intervention programs (p 945 ff). They examine and discuss models of gender equity and the progression from empirical research to feminist perspectives. They list four models that they claim to address equity issues: assimilationist, deficit, pluralistic and social justice. With the inclusion of each of these perspectives, research and practice are becoming more complex. Among contributions from feminist theories, Rogers and Kaiser (1995) discuss the stages of curriculum development called Womanless mathematics, Women in mathematics, Women as a problem in mathematics, Women as central to mathematics and Mathematics reconstructed. Leder, Forgasz and Solar (1996) underline the apparent overlap in the four models, the five stages and the three generations of feminism spelt out by Noddings (1990): 1) women seek equality with men, 2) women embrace their own special qualities and reject uncritical assimilation into the male world and 3) women critique what they sought and accomplished in the first two phases and seek solutions that arise out of a careful synthesis of old and new questions. After a rich overview of research from the nineteen-nineties on gender issues, Leder, Forgasz, and Solar turn to a discussion of intervention programs. They give a general overview and discuss historical and political influences on intervention programs. A discussion of different classifications of programs and elements of success is followed by characteristics of exemplary programs. The following criteria for assessing programmes (taken from Malcolm, 1984) are presented: achievement of primary goals as measured by staff, participants or external evaluation; length of time of the programs operation; ease in attracting outside support; ratio of applicants to participants (program popularity); reputation of program with scientists from relevant fields; program imitation or external expansion; cost effectiveness; the strength of the academic content: and competence and orientation of teachers for programs with academic orientation. The conclusions by Leder, Forgasz, and Solar (1996) end with this sentence: Scholars concerned with girls and womens learning of mathematics now have a solid basis of research, achieved in less than 30 years, on which to build new agendas for the attainment of gender equity in mathematics education (p 978). They also clearly point out that they see all the presented different approaches to empirical research or development work as complementary. Whether classical approaches or feminist critique, they believe that the activities should continue. Solar (1998) and Wilson (1998) give overviews of intervention programmes in the United States. As examples of interventions they mentions conferences, educational activities, activities within schools, community activities, institutional strategies, summer activities, nation wide campaigns, governmental actions, and exhibits. According to Solar, intervention programmes are claiming and acting for change. According to Malcolm (1984) they emerged with the civil rights movement. In spite of all the intervention programmes that have been carried out there is still a need for action in order to change the conditions in the area of mathematics and gender. Such needs became visible in PME27. The discussion group Research on gender and mathematics from multiple perspectives aimed to initiate a dialogue that moves away from current methods and frameworks to new perspectives and new methodologies for considering gender and mathematics (Becker & Rivera, 2003). Ferdinand Rivera took his start from a chart in progress by Patti Lather (1991). Four paradigms of post-positivist inquiry were described: Predict Understand Emancipate Deconstruct Other? Method of inquiry Positivist Interpretive Critical Postmodernist Naturalistic Neo-marxist Poststructural Constructivist Frereian Post-paradigmatic Phenomeno- Race-specific diaspora logical Praxis-oriented Queer Theory Hermeneutic Feminist Symb. inter- Participatory action Microethnog. Focus of hum. of how of of how behavior people under- marginalis. multiple voices stand or make emancip. could lead to sense of their oppression displacement of of how .realities related to narratives of structures in- race, class of progress f. all fluence behav...construct ethn &gender Theory Western or action meanings ways to link ethnocentric practice with rationalism theory Perspective and ess.assumpt. Feminist Studies involve.Womenss Possibility of Construction of Third world appropriation gender diff. ways of a feminist math identities, Feminist in math perf. knowing fem. epistem. differences concerns ability, achievem. in math &attitude Exemplars Fennema, Leder Becker, Erchick Damarin Walkerdine Walshaw In the discussion at PME27, impatience about the slow development concerning gender equity in mathematics was expressed. What are the new paradigms researchers are searching for and what change might they bring to the development? I will return to this question later. Swedish findings The Swedish government has for some 15 years now consisted of about 50 % women and Parliament has more that 40 % women. Equity is supported in the law and Sweden has an ombudsman for equity questions. But the picture is not as simple as one might believe because Sweden has the most gender-segregated labour market in Europe (SCB, 1994, 1995, 2003) and young people still make traditional career choices after having graduated from upper secondary school (SCB, 1995, 2003, Svedjeholm, 2007). Sweden is regarded as a country, where equity between men and women has improved quickly. But it is not true for advanced mathematics, which still has an extreme majority of men. The educational system is supposed to offer equal opportunities of education to all (Utbildningsdepartementet, 1994ab). Sweden has compulsory nine years of schooling, where all pupils study the same mathematics. Almost all pupils continue from compulsory school to the voluntary three year upper secondary school. In upper secondary school mathematics is compulsory for the first course Mathematics A, with 100 study hours. After that mathematics is optional (courses B-E and special courses). The pupils chose among 16 different programmes in upper secondary school with different amount of mathematics. Differing patterns for the participation of boys and girls are found here (SCB, 1995, 2003). Looking at participation in mathematics we can see that less than one fifth of a year-group chooses the natural science program, which opens opportunities to go to the university in fields of mathematics and science. About 40 % is girls in this group. The upper secondary school as a whole could be classified as two separate schools, a girls school and as a boys school, in the sense that most of the programmes have a decided majority of either girls of boys (SCB, 1995, 2003, Skolverket, 2003). Only two programmes are balanced in gender participation. As a consequence of the situation in upper secondary school only about one third of the students in mathematics at university level are women. Earlier at the doctoral level in mathematics only few of the students were women. Historically fewer than 30 women in Sweden received a research degree in pure mathematics before 1994 (Ph D or equivalent) (Grevholm, 1994b). The number of female Ph Ds has increased slowly after that time and in 2001 about 1 out of four doctoral students were females (in mathematics and related subjects) (SCB & Hgskoleverket, 2000-2002a). Partly this is a consequence of the broadening of Ph D programmes and of new subjects being included (mathematics education). The poor record of female participation in mathematics in Sweden is further reflected in the fact that during the early nineties less than 5 % of mathematics senior lecturers in the universities were women. The only female professor of mathematics before 1997 was Sonja Kovalewsky, who died in 1891. In other subjects in the early nineties, on average there were about 8 % female professors and 20 % female senior lecturers (Wittenmark, 1993). For 1999 the numbers for females in mathematics were 3 % professors, 16 % senior lecturers, and 20 % teachers without a Ph D (SCB & Hgskoleverket, 2000-2002b). There is not much change going on in this picture. As seen from above participation in mathematics continues to be problematic but that is not the case with the performance of females in mathematics in Sweden. Generally mathematics in compulsory school is the most common subject for pupils to fail in. The girls as a group are successful in their studies. They leave school with better marks than boys in mathematics (and in most other subjects too). More details about the performance of girls and women have been given in earlier reports and I will just refer to them here (Ljung, 1990, Grevholm & Nilsson, 1994, Kimball, 1994, Grevholm, 1998, PISA 2000). The reports on womens success at tertiary level in mathematics performance continue to come. A recent study at Ume University (Arbetsgruppen fr anpassade studiegngar, 2002) shows that women have better study results in the first mathematics course than men. Bylund & Boo (2003) claim that earlier investigations at the same university show that women and men have equivalent pre-knowledge in mathematics when they enter university mathematics, with a more homogeneous group of women. Although women and men have comparable results in a diagnostic test the women succeed better with the mathematics studies. A comparison over time from the same university shows that the results of men have decreased strongly from 1999 to 2001 but womens results have only changed marginally according to Bylund & Boo (2003). After this overview of the participation and performance of women at different educational levels I turn to some specific issues and gender perspectives. Swedish textbooks in mathematics were shown to present a world that consists of roughly 60 % men (Areskoug & Grevholm, 1987; Rnnbck, 1992). Pictures in the books show men more often and choices of contexts in the problems are mainly male. The group of textbook authors consists of almost only men. Most teachers are unaware of these facts. In an investigation of teachers beliefs it is shown that more than one third of the teachers think that textbooks are gender-neutral (Grevholm, 1994c, 1996d). Terminology and theory in this study By intervention project (in this paper) I mean systematic and organised work for actions and activities made with the purpose and intention to change a situation of which one is critical. Leder et al (1996) interprets interventions as programmes that aim to foster in the sex and race composition of specific fields of study and work in which women and minorities are still underrepresented (p 967). The network explores and criticizes conditions from a gender-perspective and acts for change. The theoretical foundation for the networking project is Skovsmoses philosophy of critical mathematics education (1994). To be critical means, to draw attention to a critical situation, to identify it, to grasp it, to understand it and to react to it (ibid p 16). A critical theory is characterised by a critic of ideology directed towards certain belief systems and attempts to do so in a theoretically based and organised way (ibid p 17). The goal of critical activity can be described as emancipation, meaning a freedom from stereotypes of thought (ibid p 19). The critical activities of the network Women and mathematics aim at the emancipation of both men and women, and the removal of stereotypical ideas and constructs. In Lather's chart (1994) a critical method of inquiry is placed in the emancipatory paradigm and related to feminist methods. Methodological issues In this paper I use written, published or generally shared documents from the activities in the network Women and mathematics as my data source. The documents are proceedings from conferences, newsletters, articles in journals, reports, conference presentations and notes from discussion groups and meetings. As I have myself been part of the network since its start I am aware of the risk for subjectivity. To avoid unwanted consequences of that I try to be as open as possible and offer the reader the opportunity to judge on the basis of the data presented. It is important that a project as Women and mathematics can be reported and discussed from a scientific point of view. Leder et al writes: Yet intervention programs and strategies are rarely reported in research journals, even though links with research are often apparent (1996, p 966). Solar (1998, p 196) in her paper on intervention projects writes The lack of data from many countries prevents a more detailed analysis. A critical remark could be that this lack of data must also be a consequence of a lack of preparedness to read and take part of reports in other languages than English as data are obviously available for example in Swedish. Development work based on research such as the network has to be made visible in the discussion on the need to improve educational research and make it more useful and influential (Burkhardt & Schoenfeld, 2003). Theory into practice in the area of gender and mathematics Burkhardt and Schoenfeld (2003) expose six models of linkage between research and practice. They claim that translating research into practice is a decidedly nontrivial task (ibid, p 4). How can research on gender and mathematics influence practice? In Sweden there is a need to increase female participation in mathematics both at the upper secondary level and at the university level. Two points in a girl's life seem to be crucial in mathematics, the points where the young person has to make a choice. The first is the choice of study programme in upper secondary school. The second is the passage to graduate studies. Interventions in the educational system could be a way to change the traditional pattern for these choices. The system evidently changes very slowly when it is not placed under pressure from outside (Grevholm, 1996a). I will argue that networking can be one efficient way for change and a way to let research inform and influence practice. Now let me come back to the question from PME27. To me it is obvious that we have a gap between theory and practice here. Do we need a new research paradigm? Will more research papers speed up the pace of changes in practice? Do we not need to implement consequences of what research has shown during 30 years? I claim that implementation can not only be done through writing more research papers with new theoretical frameworks. As said before, we need multiple frameworks to help us understand and interpret reality but we also need to act, to build new agendas as Leder et al (1996, p 978) writes, for change and development in the area of gender and mathematics. It seems to me that sometimes in the discussion, there is not a clear distinction between what the researcher can do through writing a research paper and what has to be done in practice, drawing the consequences of what has been found in research. Society has expectations for educational research to be useful and influential. Researchers have a responsibility to assist in making the possible conclusions of research clear and not just believe that the publishing of academic papers will make a difference in practice (Burkhardt & Schoenfeld, 2003). Intervention programmes are one way of taking this responsibility and as can be seen from the overview by Leder et al (1996) many researchers have tried such programs. Below I will describe and analyse the network Women and mathematics in Sweden, which can be seen as a long term intervention programme. The debate in PME27 convinced me again of the importance of such programmes. Research is needed but action must also be taken based on the research results. The learning community created in the network is one way of bridging the gap between theory and practice (Jaworski, 2002). Teachers, student teachers, students, and researchers learn from each other in the community in their efforts to critique gender bias and create changes. The Swedish network Women and mathematics Creation and ways of working The international Organisation of Women and Mathematics Education, IOWME, is a study group affiliated to ICMI. It started in 1976 at an ICME conference in Karlsruhe (Shelley, 1995). Shelley writes and out of that meeting IOWME was born. IOWME has affected the format of each ICME since, helped to bring the question of women and mathematics into the arena, and now has branches in more than forty countries (p 255). The idea to start a Women and mathematics network in Sweden was born after the IOWME meetings during the ICME6 conference in Hungary in 1988. At that time IOWME had no branch in Sweden. The practical process has been described elsewhere (Grevholm, 1995b, 1997). Thus the IOWME activities and the research presented there (Burton, 1990) led to the constitution of the Women and mathematics network in April 1990 (Grevholm, 1990, 1992a). From the beginning it was decided to use an informal structure and spend as little energy as possible on organisational matters. All activities have been organised as separate projects with different groups of initiators and workers in different geographic places in each case. Aims set in 1990 The aims of the network Women and mathematics in Sweden as stated in 1990 are to - create contacts between those who are interested in women's/girls' conditions in studies or research of mathematics - spread information on projects and research about women/girls and mathematics - suggest speakers (preferably female) in subjects concerning women and mathematics - be a national suborganization of the international network IOWME (International Organisation of Women and Mathematics), (Grevholm, 1991). The Swedish network of women wants to increase the number of females in mathematics by engaging them in various kinds of projects. A theoretical model of how this is done is shown and discussed below. From a theoretical point of view the network as such can be seen as an intervention project. According to Mura (1995) it can also be classified as a feminist or segregation project. After ten years of activity in the network some additional aims were formulated (Grevholm, 2001, p 61-62). Some of the additional aims set in 1999 We want 50 % girls in all mathematics courses at upper secondary school. We want 50 % women in mathematics course at university level. We want 50 % women among the doctoral students in mathematics More researcher education programmes in mathematics education must be developed We want 40 % women among the senior lecturers at university We want five female professors of mathematics All textbooks at all levels will be inclusive for both girls and boys All teachers will in development work and competence development get experience from gender perspectives in mathematics education These goals will be evaluated in 2009 and new goals set again. The fourth point was almost prophetic because in 2001 eight new such programmes were set up (Leder, Brandell & Grevholm, 2004). The conferences and books The six conferences given (every third year) since 1990 have attracted many participants, both men and women. For brevity I will refer to the conferences and their documentation as M90, L93, G96, U99, K02 and Um05. They have been the most important way to introduce the international research base through personal influence and writings for the activities in the network. From the group of international researchers in gender and mathematics (many mentioned above in the theoretical overview) the following have visited the conferences: Burton M90, Hoyles, L93, Keitel, Owens, G96, Fennema, U99, Leder, Horne K02 and Brekke, Streitlien, Goodchild, Grnmo, Weiner and Zevenbergen in Um05. The lectures and writings from these researchers have given Swedish teachers new perspectives on gender and mathematics. It is an important way to disseminate research results and inspire teachers to act from new knowledge. For a number of women the conferences have offered an arena for debut in public as a speaker. They have experienced the support from more experienced women in the network as a safe environment. The documentation of the conferences in books has grown in quality and more and more papers are research based (Grevholm, 1992a, b, 1996b; Brandell et al, 1994; Lindberg & Grevholm, 1998, Grevholm, Vretblad & Sigstam 2001, Grevholm & Lindberg, 2004, Rudlv & Stocke, in press). Reports with good quality from teachers work give evidence of knowledge of the research issues discussed in the theoretical part above. Multiple frameworks are used in the research papers presented in the conferences as seen from the examples of research in the proceedings: Content Author Theoretical perspective Type Conf Science ed Staberg Feminist Qualitative M90 G96 U99 Math Sjstrand Analysis M90 Math ed Kristjnsdttir Feminist Quantitative L93 Math ed Linnanmki Quantitative L93 Math Stocke Measure theor L93 Math ed Wernersson Feminist Quantitative L93 G96 Math ed Ahlberg Cognitive Mixed G96 Comp ed Erson Feminist Qualitative G96 Math ed Grevholm Feminist Quantitative G96 Math ed Grnmo Cognitive Quantitative G96 Math ed Keitel Res. overview G96 Math ed Owens Res. overview G96 Math ed Wilson Res. overview G96 Math ed Fennema Cognitive Qualitative U99 Math Fainsilber Algebra U99 Scien ed Sjberg Feminist Mixed U99 Math ed Nevanlinna Phenomenological Qualitative U99 Math ed Wedege Sociocultural Qualitative U99 Math & sci ed Wistedt Res. evaluat Mixed U99 Math ed Leder Feminist Quantitative K02 Math ed Horne Feminist Mixed K02 Scien ed Lindahl Constructivism Mixed K02 Math ed Leder Brandell Feminist Qualitative K02 Math ed Bergqvist Lind Assessment theory Mixed Um05 Math ed Brandell Staberg Feminist Quantitative Um05 Math ed Brekke Streitlien Sociocultural Mixed Um05 Math ed Grevholm Goodchild Feminist Mixed Um05 Math ed Grnmo Assessment Mixed Um05 Math ed Ia Kling Feminist Qualitative Um05 Math ed Nystrm Feminist Mixed Um05 Math ed Weiner Feminist Qualitative Um05 Math ed Zevenbergen Sociocultural Mixed Um05 Math ed hrn Sociology Mixed Um05 The proceedings also show a wide variety of development works by teachers and teacher educators building on research on participation, performance, attitudes, beliefs, single-sex education, textbooks, collaborative work, assessment forms, recruitment, ICT, alternative work forms, career choice, and so on. For more details I refer to the proceedings. A theoretical model of how the network is working The contacts and ways of the network influencing the surrounding society through women active in the network are shown in the model below. An arrow indicates that women in the network have direct opportunities to influence that part of the surrounding society. The spider web activities and womens participation in important organisations have made it possible to influence the development in many different ways. Through illustrating with examples what the arrows mean I will show how theoretical perspectives and research permeates the activities of the network.  The link to the Swedish Parliament stands for example for the parliament member, chairing the JST-group (Parliaments equity group), who took part in the Lule conference in 1993 lecturing about the work of the group (Lewander & Jordansson, 2000). One consequence of that was funding for work with equity issues over two years and including all university staff at the University Colleges of Malm and Kristianstad (Grevholm & Lindahl, 1998). One close connection to the Swedish Mathematical Society has been through one of its former chairs, who lectured at several of the conferences and was responsible for the summer school for doctoral students in 1996 (Klisinska & Persson, 1997; Persson, 2001, 2004). The only woman at the board of the Society for many years is an active member of the network. Her own development work with upper secondary students has been reported through the network (Backlund, 2001). Women from the network have been invited as speakers at several occasions in the Education Days of the Mathematical Society, thereby influencing mathematicians. Many of the most active women in the network have positions at mathematical departments all over Sweden. Their work with gender questions are supported by the network and they can report back to give the network insights about the development in different departments. Their contributions to the conferences have been many: 6 in M90, 9 in L93, 6 in G96, 15 in U99, 8 in K02, and 6 in Um05. Research on gender and mathematics reaches the departments through them and they can act as critical friends in all the activities at the departments from a gender perspective. Thus the network is an arena for meetings between mathematicians and mathematics educators. The Mathematics Biannual conferences from the start used to have an overweight of male speakers and organisers. After the appearance of the Women and mathematics network it has become evident that there are many competent women who could contribute. A fruitful cooperation has developed and working groups on Gender and mathematics have been included since 1992 in the biannual conferences (see for example Emanuelsson et al, 1992, 1994; Olsson et al, 1996). Members in the network participated in the national conferences Matematikbiennalen, through programmes about Women and Mathematics (see for example Grevholm 1992c, 1994d, 1996d). The mathematics teacher journal Nmnaren has reported frequently on gender and mathematics. (Fennema, 1994; Boaler, 1997). Members of the network also contribute continuously to issues Nmnaren (Grevholm, 1991, 1993a, 1994a; Rosn, 1990, 1993; Lindberg, 1994, Grevholm & Wallby, 1999, Johansson, Sundqvist & Juhlin, 2002). Through this medium many teachers get access to both research reports and more popular scientific reports on gender and mathematics. Documents on gender and mathematics from abroad have been translated and published in Nmnaren (see for example Grevholm, 1994a). The mathematics education research journal Nomad has via members of the network got suggestions for papers on gender and mathematics, which made the issue visible for a Nordic readership (Leder & Forgasz, 1995; Grevholm, 1997). The National Agency for Education has been an important partner for the Women and mathematics network for funding reasons and as a way for members of the network to enter curriculum groups. Members of the network have been involved in the discussions about new curriculum and commentary material in Sweden (Brandell et al, 1994; Grevholm, 1999)). The conferences of the network have been supported both financially and by representatives from the Agency as participants in the activities of the network (Lindberg & Grevholm, 1998 p 6; Backlund, 1999, Mattsson, 1995). This collaboration has ensured that the Agency has knowledge about research reports on gender and mathematics and a critical judgement on what goes on in Swedish schools in the area of gender and mathematics. The National Agency for Education has supported the production of written material concerning equity in mathematics education and supported members' participation in international conferences. The ICMI 93 on Gender and Mathematics Education received generous support from the Agency. The existence of the network was one reason to choose Sweden as the host country of the conference. The local organising committee was formed of members from the network. This study resulted in two scientific books (Grevholm & Hanna, 1995; Hanna, 1996). The theme gender and mathematics was included as a working group focus in the regular program of ICME 8, and thereby the work was carried on from the ICMI study conference in 1993 (Grevholm & Evans, 1998). At ICME 8 in Seville 1996 there were two main lectures in a special session concerning gender and mathematics by Gilah Leder and Gila Hanna in addition to the traditional IOWME program (Niss, 1998, p 479). Many mathematics teacher educators working in schools of education are active in the network and participate in conferences and other kinds of work. They have been able to put the issue of gender and mathematics on the agenda for student teachers. Evidence of that is the number of written final exam essays on the theme gender and mathematics, often supervised by members of the network (e. g. Engstrm, 1994; Karlsson, 1993; Flinck & berg, 1993; Edman, 1995; Thrnqvist, 1995; Lindh et al, 2001; Larsson, 2002). The conference proceedings of the network are used as textbooks in teacher education. The majority of participants in the work of the Women and mathematics network are teachers in schools and at tertiary level. Many of them have been inspired by lectures in the network to start actions in their own work. On later stages such work has been reported back to the network in the conferences. An ongoing dialogue back and forth from teachers in schools to researchers in the network and back again takes place. Members in schools and schools of education help to spread information about research results on gender and mathematics and also bring good examples of intervention or segregation projects that are going on in education. The total impact of different teachers work in the area of gender and mathematics is hard to estimate but has had a great importance. Curriculum groups in Sweden have normally consisted of only men. In the groups for upper secondary school the network had two female members, who could ensure that gender aspects were included in the curriculum texts (Grevholm, 1999; Backlund, 2001). At least ten women in the network belong to the group of textbook authors. Results from investigations of textbooks have been reported by women in the network. Thus the female authors are aware of the possible lack of equity in textbooks and are able to influence their male co-authors. Their influence contributes to a raised awareness of gender issues and textbooks. Other activities in the network Summer schools for female doctoral students in mathematics have been organised twice (Klisinska & Persson, 1997). The first time it was initiated by the network and carried out by an experienced group of academic teachers. The second time participants in the first summer school took the initiative and the more experienced teachers were just resource persons in the planning phase. Such passing on of responsibility is evidence of the viability of the activities. The group of students was also broadened to mathematics and related subject, such as mathematics education. A national newsletter was produced and sent out twice a year (Grevholm, 1996b) between 1990 and 1998. Later email communication substituted regular postings. The international IOWME Newsletter is distributed, which means that news from all over the world about gender and mathematics reaches many women in Sweden. In 1993 the idea was born to produce a video with interviews of female mathematicians to use as an inspiration for young persons in their choice of studies. Three quarters of a million SEK was raised from funds and donators and the video project started in 1996. Four years later the video existed in reality and Formulas and imagination was sent twice in Swedish television. The video is now available in all municipalities through libraries together with a study handbook (Dahl & Grevholm, 2002). Other activities of regular character are discussion groups at the biannual conferences for mathematics teachers, presentations of gender research for teacher groups, invited lectures for student teachers and in schools and Nordic contacts and influence through cooperation in Nordic working groups. In 1991 a conference took place in Denmark and in 1992 a conference in Norway was arranged on Women and Mathematics and Mathematics Didactics (Tingleff, 1991, NAVF, 1993) A second conference in Norway took place in 1999 (Hag, Holden & van Marion, 2000). As the three groups of women involved have interests in common they form a strong opportunity for women to communicate and have served as impulse to keep in touch and use each other as resources in different ways. Members of the network initiate local activities on equity issues. For example equality groups at universities have been inspired by the network reports. Teachers in schools have started development projects thereby replicating research reported in the conferences of the network. Documentation from such projects and further examples of how the network is functioning can be studied in the published reports on the network (Grevholm, 1992a, b, 1996b; Brandell et al, 1994; Lindberg & Grevholm, 1998, Grevholm, Vretblad & Sigstam 2001, Grevholm & Lindberg, 2004). What have been achieved through the network? To summarize we can mention that the network Women and mathematics has placed the issue of gender and mathematics on the agenda contributed to making women visible in mathematics worked on raising awareness of research results on gender issues created lasting documentation on gender and mathematics proved that women are there and are willing to contribute in mathematics inspired to investigations and essays by students and teachers on gender issues. Evaluation of the effects of the network I will use the criteria for assessing programs of intervention by Malcolm (1984) for the discussion. I take each of his criteria presented above and comment on them on the basis of evidence from the presentation. 1 Achievement of primary goals as measured by staff, participants or external evaluation; The primary goals from 1990 have been achieved: contacts created, research and information disseminated, speakers made visible, and acting as national sub-organisation of IOWME. Additionally the network set complementing new goals in 1999 in a twelve point program (Grevholm, 2001). Parts of those goals have been achieved. 2 Length of time of the programs operation; The length of the program is now 18 years and the network will continue until it has made itself unnecessary (the twelfth point in the new aims). This ability to survive without a formal organisation and permanent financial support is evidence for the demand of a network, and a forum and meeting place. 3 Ease in attracting outside support; Outside support has been given generously by different departments for conferences, by the National Agency for Education, and by funds and donators to the video project. Permanent support has not been given, but applications had to be made each time. Ratio of applicants to participants (program popularity); The activities have attracted many participants, sometimes more than what was planned to be the case. New women ask to be included in the network continuously. That new groups of women are prepared to take responsibility for organising conferences every third year shows that the networking idea is viable. There is a need for contacts between women and a need for opportunities to communicate. Reputation of program with scientists from relevant fields; Invited academics from Sweden and abroad in mathematics and mathematics education have been eager to participate and present as evidenced by the proceedings. The programme seems to serve as a reminder in many situations that there is a group of persons who will evaluate and criticize from a gender perspective. Certain respect in academic environments for this fact can be noted. When the network awarded its price of honour in 2002 it was received with great enthusiasm by a professor of mathematics. In 2005 the prize went to Gerd Brandell, the coordinator of the Swedish Graduate School in mathematics education during the time 2000-2006 (Leder, Brandell & Grevholm, 2004). Program imitation or external expansion; The first conference in Malm served as an impulse to women in the other Nordic countries to start working in similar ways. For example women from all the Nordic countries have participated and presented in the Swedish conferences. The programme has grown outside the borders of Sweden. Cost effectiveness; It is very cost effective as women involved work idealistically. The only paid work has been that of the producer of the video. The work teachers do is integrated as part of their normal teaching work. The strength of the academic content. The academic content, that is the content of the conferences, has been raised step by step when the participants have become used to what is expected. From mainly reports from development projects in 1990 there is a tendency toward a larger part of research papers through the years. For example in 2006 there were ten research papers among the presentations in the conference. Following this development students' essays have a stronger academic base. 9 The competence and orientation of teachers for programs with academic orientation. The women, who have been central in driving the organisation, have been more and more deeply involved in research and teacher development work. Many teachers have taken competence development in mathematics education with a growing interest in making their own inquiry in the classroom. Thus according to Malcolms criteria the intervention programme is successful. Discussion and conclusions Do we really need a national network for Women and Mathematics in Sweden? Would not the development towards better gender balance in mathematics come by itself? What are the advantages of a network? A formal organisation would offer possibilities to meet and create contact, but would take energy for the formal organisational parts. A network offers good opportunities to collaborate in a flexible way and be in touch without forcing the activities into special formal arrangements. A network empowers women by making them visible to each other and outsiders, creating personal contacts, making it possible to explore each others work and results, opening communication, giving creative impulses and gathering women's force by using the strength united for influence in different situations. Why prefer a segregated network for women and not a network for all mathematicians and teachers of mathematics? Do women need other ways to handle the problems, other methods to reach each other than men? Are women's ways of knowing other than that of men? Maybe Belenky et al are right (1986) when they claim it to be so. At the moment many women seem to value the segregation. The network is open to both women and men and men have taken part from the beginning. The name of the network "Women and mathematics" has been discussed and other suggestions as Gender and mathematics have been put forward. As long as there is a need for a separate arena for women in mathematics the network will survive. The aim is to achieve such a situation of gender balance that the network will have no reason to exist any more. By creating contacts women have been able to use each other in work as speakers, as references, and sources of information and inspiration. Womens work and results are often invisible, but through the network members get to know about other women's work. Women work united for better equality, higher consciousness about the gender and mathematics perspective, better curriculum, influence on textbooks and commentary material. There is a value in women's contributions to mathematics and their perspectives being involved, not least from a democratic perspective. Such a view is part of a critical perspective. There is practically no literature in Sweden about women and mathematics except what was produced through the network. Gender and mathematics has been put on the agenda. Through the network women have been asked to participate and contribute to other conferences, working groups and have exchanged ideas of work. The network also created contact between researchers abroad and Swedish women and opened ways for research to practice. Future plans There is some evidence that might make us hopeful for the future of women in mathematics. First of all the Nordic Summer school in 2003 for female doctoral students is a valuable initiative, that was taken by a new generation of women in mathematics. The conferences still attract interest. A group of women in Northern Sweden volunteered to organise the conference in 2006 in Ume University. At that conference three younger women accepted to take the leaderships for the network from 2006 and onwards. The Swedish Parliament has stressed the fact that all academic teaching should be done in such a way that female students are included as well as male. Funding has been arranged for special positions for women. We have had some female mathematics guest professors during the years after 1996. A permanent position for a female professor of mathematics at Uppsala University was created in 1997. In one of the universities the mathematics department has 50 % female doctoral students (Grevholm, Persson & Wall, 2003, 2005). Two investigations of academic mathematics in Sweden have among other things focussed on the problem with the lack of women in the subject (UK, 1995; SNSCR, 1995). The government has funded five important new university programmes in mathematics and science, with the aim of attracting more women than traditional programmes (Wistedt, 1996, 1999). We can see that the problems are officially recognised. The network will follow the development carefully and continue to offer criticism when problems arise and support through its work and actions. It is important that research and intervention programmes or other actions go hand in hand and they complement each other in the work towards changing the conditions for women in mathematics. That information gathered from research can be translated into action through intervention programs is made explicit in the recommendations for teachers by Leder and Forgasz [.] (Leder et al, 1996, p 970). Reports on intervention programmes are often invisible and Leder et al (1996) indicates this problem: Traditional empirical research monitoring females participation and performance in mathematics and related career activities should continue, as should documenting the effects of intervention programs (p 978). In Sweden there is still need for such an intervention. The leader of one government investigation, Gertrud strm, on equality and power spoke at Lule university in 2007 and expressed criticism towards the slow rate of change. She claims that the work to erase differences linked to gender has not even started. Her criticism also includes academic educational institutions, which have not manifested activities for such a change (Svedjeholm, 2007). This paper tries to make one intervention programme visible and argues that such a programme is one possible efficient way to implement research into practice, express criticism and create action and activity based on research. Evidence has been presented to support this claim. The evidence consists of the collaborative work of many women over a long period of time. What the paper cannot convey is the joy and satisfaction this work has created in the group. References Areskoug, M. & Grevholm, B. (1987). Matematikgranskning. Stockholm: Statens Institut fr lromedel. Arbetsgruppen fr anpassade studiegngar (2002). Anpassade studiegngar inom matematik A. Ume: Ume universitet. Backlund, L. (2001). Samarbetsinlrning. In B. Grevholm, I. Sigstam & A. Vretblad (Eds.) Kvinnor och matematik. (p 231-233). Uppsala: Uppsala universitet. Belenky, M. F., Clinchy, B. M., Goldberger, N. R. & Tarule, J. M. (1986). Womens ways of knowing: The development of self, voice and mind. New York: Basic Books Inc. Becker, J. & Rivera, F. (2003). Research on gender and mathematics from multiple perspectives. (p 190). In N. A. Pateman, B. J. Dougherty & J. Zilliox (eds.), Proceedings of the joint meeting of PME and PMENA, vol. 1. Hawaii, University of Hawaii. Boaler, J. (1997). Projektorientering ger bttre resultat. Nmnaren, nr 3, 13. Brandell, G. et al (Eds.) (1994). Kvinnor och matematik. Konferensrapport. Lule: Lule University. Burkhardt, H. & Schoenfeld, A. (2003). Improving educational research: toward a more useful, more influential, and better-funded enterprise. Educational Researcher, Vol. 32, No 9, pp 3-14. Burton, L. (Ed.) (1990). Gender and mathematics: An international perspective. London: Cassell. Bylund, P. & Boo, P-A. (2003). Studenternas frkunskaper. Nmnaren, nr 3, 46-51. Dahl, K. & Grevholm, B. (2002). Formler och fantasi, Fakta, bakgrund och diskussionsuppgifter till filmen Formler och fantasi - matematiker berttar. Ntverket Kvinnor och matematik. Edman, G. (1995). Flickor, fysik och matematik. Malm: Lrarhgskolan i Malm. Emanuelsson, G., Johansson, B., Rosn, B. & Ryding, R. (Eds.) (1992). Dokumentation av 7:e Matematikbiennalen. Gteborg: Gteborgs Universitet. Emanuelsson, G., Johansson, B., Rosn, B. & Ryding, R. (Eds.) (1994). Dokumentation av 8:e Matematikbiennalen. Gteborg: Gteborgs Universitet. Engstrm, H. (1994). Flickor och matematik. Gteborg: Gteborgs universitet. Fennema, Elizabeth (1974). Mathematics learning and the sexes: A review. Journal for Research in Mathematics Education, 5 (3), 126-139. Fennema, E. (1994). Forskning om kn och matematik. Nmnaren, nr 3, 10-17. Fennema, E. (1995). Mathematics gender and research. In B. Grevholm & G. Hanna (eds.), Gender and mathematics education, an ICMI , (pp 21-38). Lund: Lund University Press. Fennema, E. (1996). Mathematics gender and research. In Gila Hanna (ed.), Towards gender equity in mathematics education, 9-26. Dordrecht: Kluwer Academic Publishers. Flinck, E. & berg, G. (1993). Matematik och flickor. Malm: Lrarhgskolan i Malm. Grevholm, B. (Ed.) (1990). Kvinnor och matematik. Konferensrapport. Malm: Lrarhgskolan i Malm. Grevholm, B. (1991). Kvinnor och matematik - ntverk bildat. Nmnaren, 18 , 2, 43-44. Grevholm, B. (Ed.) (1992 a). Kvinnor och matematik. Rapporter om utbildning, nr 1, 1992. Malm: Lrarhgskolan i Malm. Grevholm, B. (1992 b). Report about activities in Sweden 1988-92, Newsletter of the International Organization of Women in Mathematics Education, 8, 1, 14-15. Grevholm, B. (1992c). Kvinnor och matematik - ett ntverk i Sverige och i vrlden. In Emanuelsson, G.; Johansson, B.; Rosn, B. and Ryding, R. (Eds.) Dokumentation av 7:e Matematikbiennalen. (pp. I10 1-2). Gteborg: Gteborgs Universitet. Grevholm, B. (1993a). Vem gnar sig t matematik? Nmnaren nr 4, 1993, 16 -19. Grevholm, B. (1993b). Naturvetenskap och teknik. Kan forskningsinformation stimulera? Stockholm: Verket fr hgskoleservice. Grevholm, B. & Nilsson, M. (1994). Sweden. In L. Burton (Ed.), Who counts? Assessing mathematics in Europe (pp. 245-257). Stoke-on-Trent: Trentham Books. Grevholm, B. (1994a). Ett centralt uttalande om flickor och matematik. Nmnaren nr 3, 1994, 18 - 25. Grevholm, B. (1994b). Svenska kvinnor i matematiken. In G. Brandell et al (Eds.) Kvinnor och matematik. Konferensrapport (pp. 62-73). Lule: Lule University. Grevholm, B. (1994c). Gender and mathematics education.Theory into practice. In E. Pehkonen (Ed.), Proceedings of the Nordic conference on mathematics teaching in Lahti 1994. (pp ). Helsinki: University of Helsinki. Grevholm, B. (1994d). Matematiken en vattendelare - vad betyder det fr vr framtid. In G. Emanuelsson, B. Johansson, B. Rosn, & R. Ryding (Eds.), Dokumentation av 8:e Matematikbiennalen. (pp. 5:1-4). Gteborg: Gteborgs universitet. Grevholm, B. (1995a). Gender and mathematics education in Sweden. I B. Grevholm & G. Hanna (Eds.), Gender and mathematics education, (pp. 187 - 198). Lund: Lund University Press. Grevholm, B. (1995b). A national network of women: Why, how and for what? In P. Rogers & G. Kaiser (eds.), Equity in mathematics education. Influences of feminism and culture, (pp 59-65). Washington D. C.: Falmer Press. Grevholm, B. (1996a). Womens participation in mathematics education in Sweden. I G. Hanna (Ed.), Towards gender equity in mathematics education (pp. 111 - 124). Dordrecht: Kluwer Academic Publishers. Grevholm, B. (1996b). Rundbrev 1990-1995. Kvinnor och matematik. Malm: Lrarhgskolan i Malm. Grevholm, B. (1996c). Kvinnor och matematik. In I.Olsson et al (Eds.), Dokumentation av 9:e matematikbiennalen (pp. 128-132). Sundsvall: Mitthgskolan. Grevholm, B. (1996d). Vad vet frken om flickor och pojkar i matematiken? In I. Olsson et al (Eds.), Dokumentation av 9:e matematikbiennalen (pp. 302-306). Sundsvall: Mitthgskolan. Grevholm, B. (1997). Networking for women and mathematics education. In A. Klisinska & L.-E. Persson (eds.) Selected topics in mathematics, (pp 31-46). Lule: Department of mathematics, Lule University of Technology. Grevholm, B (1997). Tnk s mnga kompetenta kvinnor det finns. Nordisk Matematikdidaktisk Tidskrift, nr 2/3, vol. 4, 107-109. Grevholm, B. (1998). Kn och matematikundervisning. I B. Gran (e.d), Matematik p elevens villkor, (pp 74-95). Lund: Studentlitteratur. Grevholm, B. (1999). Varfr och hur revideras kursplanerna fr gymnasieskolan? Nmnaren nr 1, 26, 41-44. Grevholm, B. & Evans, J. (1998). Gender and mathematics. Working group 6 in ICME8. In C Alsina et al (Eds.), Proceedings of the 8th international Congress on Mathematical Education ( ICME 8 in Seville 1996), (s 123-129). Sevilla: S.A.E.M. Thales. Grevholm, B. (2001). Kan vi, vill vi, trs vi? In B. Grevholm, I. Sigstam, & A. Vretblad, (Eds.). Kvinnor och matematik. Konferensrapport frn Uppsala, 1999. (p 53-64). Uppsala: Uppsala universitet. Grevholm, B. & Hanna, G. (Eds.) (1995). Gender and mathematics education. Lund: Lund University Press. Grevholm, B. & Lindahl, B. (Eds.) (1998). Jmstlldhet. En rapport frn Jmstlldhetsdagen den 24 september 1997 p Hgskolan Kristianstad. Kristianstad: Hgskolan Kristianstad. Grevholm, B. & Wallby, K. (1999). Kvinnor och matematik. Nmnaren nr 3, 26, 17. Grevholm, B., Sigstam, I. & Vretblad, A. (Eds.), (2001). Kvinnor och matematik. Konferensrapport frn Uppsala, 1999. Uppsala: Uppsala universitet. Grevholm, B., Persson, L.-E. & Wall, P. (2003). En dynamisk modell fr handledning av doktorander och handledare i forskargrupper, Proceedings of the national conference on PhD education at Ume University, April 2003. Grevholm, B., Persson, L-E. & Wall, P. (2005). A dynamic model for education of doctoral students and guidance of supervisors in research groups. Educational Studies in Mathematics, Vol 60, no 2, 173-197. Grevholm, B & Lindberg, L. (Eds.) (2004). Kvinnor och matematik. Konferensrapport. Hgskolan Kristianstad. Hanna, G. (Ed.) (1996). Towards gender equity in mathematics education. Dordrecht: Kluwer Academic Publishers. Hag, K., Holden, I. & van Marion, P. (Eds) (2000). Handling bak ordene. Artikler om jenter og matematikk. Trondheim: Norges teknisk-naturvitenskapelige universitet. Jaworski, B. (2002). The Student-Teacher-Educator-Researcher in the mathematics classroom- Co-learning partnerships in mathematics teaching and teaching development.. In C. Bergsten & B. Grevholm (Eds.), Research and action in the mathematics classroom, (pp 37-54). Linkping: SMDF. Johansson, M., Sundqvist, S. & Juhlin, E. (2002). Personliga intryck frn Kvinnor och matematik 5. Nmnaren, nr 2, 52-53. Karlsson, C. (1993). Kvinnor i matematiken. Specialarbete. Varberg: Peder Skrivares gymnasium. Kimball, M. (1994). Bara en myt att flickor r smre i matematik. Kvinnovetenskaplig tidskrift, 15 (40-53). Klisinska, A. & Persson, L-E. (eds.) (1997). Selected topics in mathematics. Lule: Department of mathematics, Lule University of Technology. Larsson, S. (2002). Kvinnor och matematik. En intervjuunderskning av kvinnliga komvuxstuderande. Uppsala: Uppsala universitet. Lather, P. (1991). Getting Smart: Feminist Research and Pedagogy Within/Against the Postmodern. London: Routledge. Leder, C. G. (1992). Mathematics and gender: Changing perspectives. In D. Grouws (ed.), Handbook of research on mathematics teaching and learning, (pp 596-622). Macmillan: New York. Leder, G. & Forgasz, H. (1995). Single-sex mathematics classes: Who benefits? Nomad, 3 (1), 27-46. Leder, C. G., Forgasz, H. J. & Solar, C. (1996). Research and intervention programs in mathematics education: A gendered issue. In A. Bishop, K. Clements, K. Keitel, J. Kilpatrick, C. Laborde (Eds.) International Handbook of mathematics education, (pp 945-985). Dordrecht: Kluwer Academic Publishers. Leder, G. C., Brandell, G. & Grevholm, B. (2004). The Swedish Graduate School in mathematics education: Conception, birth and development of a new doctoral programme. Nomad, Special Issue. Lewander, L. & Jordansson, B. (2000). Genus och jmstlldhet. En utvrdering av JST-projekten 1993/94-1996/97. (Nr 2000:14 AR). Stcokholm: Hgskoleverket. Lindh, M., Lundberg, J. & Willander Strmberg, . (2001). Har pojkar och flickor olika angreppsstt vid problemlsning? Kristianstad: Hgskolan Kristianstad. Lindberg, L. (1994). Hur r flickornas matematik? Nmnaren nr 1, 1994, 22 - 23. Lindberg, L. & Grevholm, B. (1998). Kvinnor och matematik. Konferensrapport. Gteborg: Gteborgs universitet. Ljung, G. (1990). Centrala prov i matematik, k 3 NT. Stockholm: Primgruppen. Magnusson, A. (1996). Ett frsk med knsdelad matematikundervisning p Lyckkerskolan i Visby. In B. Grevholm (Ed.), Rundbrev 1990-1995. Kvinnor och matematik. Malm: Lrarhgskolan i Malm. Malcolm, S. (1984). Equity and excellence: Compatible goals: An assessment of programs that facilitate increased access and achievement of females and minorities in K-12 mathematics and science education. Washington DC: Office of opportunities in science, American Association for the advancement of science. Mattsson, K. (1995). Opening address. In B. Grevholm & G. Hanna (Eds.), Gender and mathematics education. (p 15-19). Lund: Lund University Press. Mura, R. (1995). Feminism and strategies for redressing gender imbalance in mathematics. In P. Rogers & G. Kaiser, Equity in mathematics education (pp. 155-162). London: Falmer Press. NAVF. (1993). Snn, ja! Konferenserapport. Oslo: Norges forskningsrd. Niss, M, (1998). Secretarys observations and closing remarks. In C. Alsina et al (Eds.), Proceedings of the 8th international Congress on Mathematical Education ( ICME 8 i Seville 1996), (s 473-483). Seville: S.A.E.M. Thales. Noddings, N, (1990). Feminist critiques in the professions. In C. B. Cazden (Ed.) Review of research in education 16, American Educational Research Association, Washington DC, 393-424. Olsson, I. et al (Eds.) (1996). Dokumentation av 9:e matematikbiennalen. Sundsvall: Mitthgskolan. Persson, L-E.(2001). Kvinnor och matematik ngra personliga erfarenheter. In B. Grevholm, I. Sigstam, & A. Vretblad, (Eds.). Kvinnor och matematik. Konferensrapport frn Uppsala, 1999. (p 149-160). Uppsala: Uppsala universitet. PISA 2000 (2001). Svenska femtonringars lsfrmga och kunnande i matematik och naturvetenskap i ett internationellt perspektiv. Rogers, P. & Kaiser, G. (eds.) (1995). Equity in mathematics education. Influences of feminism and culture. Washington D. C.: Falmer Press. Rosn, B. (1990). En skola fr alla eller mest fr pojkar. Nmnaren nr 2, 1990, 1. Rosn, B. (1993). ICMI 93. Nmnaren nr 4, 1993, 15. Rudlv, C. & Stocke, B.-M. (in press). Kvinnor och matematik. Konferensrapport. Ume: Ume universitet. Rnnbck, I. (1992). Knsdifferentierad matematikundervisning i k 4-6. In B. Grevholm (Ed.) Rapporter om utbildning nr 1,1992. (pp. 24-37). Malm: Lrarhgskolan i Malm. SCB & Hgskoleverket (2000-2002a). Statistiska meddelanden. Utbildning och forskning. UF 21. Stockholm & rebro: SCB & Hgskoleverket. SCB & Hgskoleverket (2000-2002b). Statistiska meddelanden. Utbildning och forskning. UF 23. Stockholm & rebro: SCB & Hgskoleverket. Shelley, Nancy (1995). Mathematics: Beyond good and evil. In P. Rogers & G. Kaiser (eds.), Equity in mathematics education. Influences of feminism and culture, (pp 247-262). Washington D. C.: Falmer Press. Skolverket (2003). Barnomsorg och skola i siffror 2003. Stockholm: Fritzes. Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Kluwer. Solar, C. (1998). Intervention programmes for women and minorities: An international perspective. In C. Keitel (Ed.), Social justice and mathematics education, (pp 193-206). Berlin: Freie Universitt. Swedish Natural Science Research Council (SNSCR.) (1995). International Review of Swedish research in mathematical sciences. Stockholm: Swedish Natural Science Research Council. Svedjeholm, . (2007). Jmstlldhet och skola. LTU-nytt. Retrieved 20070825 from http://www.ltu.se/nyheter/d4162/1.29922 Statistics Sweden (SCB.) (1994). I tid och otid. rebro: Statistiska centralbyrn. Statistics Sweden (SCB). (1995). Women and men in Sweden. Facts and figures 1995. rebro: Statistics Sweden. Statistics Sweden (2003). Education in Sweden. rebro: Statistics Sweden. Thrnqvist, U. (1995). Sonja Kovalevski. Inledningen till en ny era inom svensk matematik.Vxj: Vxj University. Tingleff, K. (Ed.) (1991). Kvinder og matematik. Konferencerapport. Copenhagen: Planlgningsgruppen. Universitetskanslern (UK.) (1995). Nationell utvrdering av grundutbildningen i matematik. Stockholm: Universitetkanslersmbetet. Utbildningsdepartementet. (1994a). Lroplaner fr det obligatoriska skolvsendet och de frivilliga skolformerna. Stockholm: Allmnna frlaget. Utbildningsdepartementet. (1994b). Kursplaner fr det obligatoriska skolvsendet och de frivilliga skolformerna. Stockholm: Allmnna frlaget. Wilson, P. (1998). Thinking about gender differences in mathematics. Perspective from the United States.(215-222). In L. Lindberg & B. Grevholm (Eds.), Kvinnor och matematik. Gteborg: Gteborgs universitet. Wistedt, I. (1996). Gender-inclusive higher education in mathematics, physics and technology. Stockholm: Hgskoleverket. Wistedt, I. (2001). Increasing the participation of women in tertiary mathematics, physics and technology: An evaluation of a Swedish initiative. In B. Grevholm, I. Sigstam, & A. Vretblad, (Eds.). Kvinnor och matematik. Konferensrapport frn Uppsala, 1999. (p 189-198). Uppsala: Uppsala universitet. Wittenmark, B. (1993). Visst r det bttre, men inte r det bra! rskrnika 1992/93, Lund: Lunds universitet, 4-5.  The number of countries in 2002 is 43 (IOWME Newsletter 2002). PAGE 1 PAGE 27 PQRbl}~5 6 ` a z RSh/0noƷփ{֔֔r֔irraraahB}pmH sH hB}p6mH sH hn6mH sH h1mH sH hld:mH sH hn5mH sH hB}p5mH sH hB}phB}pCJaJhB}phZuICJaJmH sH hB}phnCJaJmH sH hB}phB}p5CJaJmH sH hnmH sH  hB}phnCJOJQJ^JaJ hB}phB}pCJOJQJ^JaJ&QRb~` a z SRShH $`a$gd $dha$gd $dha$gdB}pdh$a$gd1   Hh \/0no56%%''**$dh^a$gd $dha$gd $`a$gd $`a$gdobc56 &!%%''**.../00e3f3445555575H5l6q67%777<8D888S9\99:::::;g;h;;;;;w<x<<<<<=˶ݥhld:mH sH h1mH sH hB}p6mH sH hICJmH sH hn5CJmH sH hnCJmH sH hjmH sH hn6mH sH hB}pmH sH hnNHmH sH hnmH sH >*, -4-X---- .5..../00e3f35556575   $ a$gd$dh^a$gd$ & Fdha$gd $dha$gd75x5555676T6]6l6666)7[77778+8<8889G9S99  ^` 999:::<<@AAHBIBDEGGII#M$MMOOOmQnQ $dha$gd dh ====??@@AAHBIBCCDEMENEFF]GGGGII#M$MOOOmQnQZR[R#U$U9UY2YZZ[![([G\H\i]j]=^O^^^ccccvfwfffgMhNhchii-k̻jhn0J6UmH sH hn6mH sH hld:mH sH hn5mH sH hB}p5mH sH h1mH sH hB}pmH sH hnmH sH hnNHmH sH CnQQ#U$U:UZZ[^^ccvfwfffgch-k.k@kklYll;msFsGstttttuuu!uwwdxexxxy˻˳堕hn5CJmH sH hB}p5CJmH sH h*CmH sH hImH sH h1mH sH hVmH sH hld:mH sH hB}pmH sH hnNHmH sH hnmH sH hn6mH sH hB}p6mH sH 61<=  !IJw $dha$gd `s,P`ԝ !>աܢʤϤ*ɨ=>Ȫ<=@+h2E6mH sH hp6mH sH hnhB}p hn5hn5mH sH hB}p5mH sH h2EmH sH homH sH hB}p6mH sH hnNHmH sH hB}pmH sH hnmH sH hn6mH sH 7w*k=><=ܬݬ ;<c_`$a$gd$dha$gd $dha$gd$a$gd $ & Fa$gd$ & Fa$gd $a$gd+X۬ܬݬެ .)+;<=?c_`%&bX_`i 2RSg12Xtҷ stDŽťŭťŕhn5mH sH hp5mH sH  hn56hpmH sH h2EmH sH hmH sH h kxmH sH hnmH sH hphpmH sH hn56mH sH hn6mH sH hp6mH sH  hn5 h2E54`%&b 2RSg12XtI $dha$gd$a$gd$dha$gd$ & F dha$gdDE<=IJklA`abog !ghjp)*st)*dѻ-h$h$B*CJOJQJaJmH phsH h$mH sH h$h%mH sH h%mH sH  h kx5 hn5NH h%5 h:?5 hn5hnhph:?mH sH hpmH sH hnmH sH hnNHmH sH 3IJJabo)**+kx$ H \p#71$^7`a$gd$ p#7^7`a$gd$  dha$gd$dha$gd $dha$gd9:()*++>6KR`Wv!/?@Žyqjfh$ hnhnh$mH sH hImH sH h$hn6mH sH hn6mH sH h4hn hn6hn5mH sH hp5mH sH hnmH sH hpmH sH 'h$B*CJOJQJaJmH phsH -h$h$B*CJOJQJaJmH phsH h$h$B*mH phsH (f8?_40,^=$ p#7^7`a$gd$ p#7^7`a$gd$ H \p#71$^7`a$gd@X?ANj} <TUt+4hv |uu hn6CJhnhn6CJ h$CJhnhnCJhn6CJmHsHhnhnCJmHsHhnhn6CJmHsH hnCJhnCJmHsHhnmH sH  hnNHh$mH sH h$h$mH sH h$hnmH sH  hn6hn. 1Qz Fn()>?_fR 3R%57DU ٿٿٴٓٓ hnhnhphnhn6mH sH hpmH sH hn6mH sH hnhnmH sH hnmH sH  hn6NH hnNH hn6hnhnCJmHsH hn6CJ hpCJ h$CJ hnCJ7=UY4wq) t$ p#7^7`a$gd$ H \p#71$^7`a$gd$ p#7^7`a$gd$7d,]^7`a$gd 2o,-IJ5!&-=9:>Phnhn6mH sH hn6NHmH sH hnhnmH sH  hn6CJ hpCJ hnCJhp hphn hphp hnNHhpmH sH hn6mH sH hnmH sH hn hn68Fcdjk"#)*1UDhZl34DQjkϼhOL6mH sH hn6H*mH sH hOLmH sH hpmH sH hnmH sH hn6mH sH  hnhnhphn6mH sH hphnmH sH  hn6CJ hpCJ hnCJhp hnNH hn6hn4tk3M1 FZuNJ$ p#7^7`a$gd$ p#7^7`a$gd$7d,]^7`a$gd$ H \p#71$^7`a$gd$7^7`a$gd S[vw{$M1=>a &3;ݽݴݥ}r}g}g[hVha6mH sH hVhamH sH h_hamH sH hamH sH hnOJQJhn6OJQJhahaOJQJmH sH hahnOJQJmH sH ha h M6h Mhn6NHmH sH hn6mH sH hnmH sH hn hn6hOLhn6mH sH  hphn hphp#+F^Z&VWXdtu(dʿwsi\hnhnCJmHsHhnCJmHsHh kxh kxh kx6 h kxh kxhnmHsHhn6mHsHhnhn6mHsHhnhnmHsHhn6mH sH hnmH sH hnhnmH sH hnhn6mH sH  hn6hnhahahnmH sH hamH sH ha6mH sH #^g*2=>;Ӿީ~kd]WLhnhnmH sH  haCJ ha6CJ hn6CJ%hn_hn_B*mH nHphsH tHhamH nHsH tHhn_hn_6mH nHsH tHhn_hn_mH nHsH tHhn_mH nHsH tHhnhnCJhnCJmHsHha6CJmHsHhn6CJmHsH hnCJhnhnCJmHsHhnhn6CJmHsHJ>WC};I~$ H \p#71$^7`a$gd$ p#7^7`a$gd$77$8$H$^7`a$gd$ p#7^7`a$gd;<BNVEOP\-C`iW}&Moq)I]úԪ{{w{{pgp{w{{hnhnNH hnhnhahnhnhn6CJaJmHsHhnhnCJaJmHsHhaCJaJmHsH hn6hahamH sH ha6mH sH hn6mH sH hamH sH hnmH sH hnhn6mH sH hnhnmH sH hnhnNHmH sH &i}Ee wyAOzλγΌ}wpw hn6CJ hnCJ hnNH hn6hnhnhnmH sH hamH sH hOL6H*mH sH hOL6mH sH hOLmH sH ha6mH sH hnCJmH sH hnmH sH hn6NHmH sH hn6mH sH hahamH sH hahnmH sH ,yY/1%x/$ p#7^7`a$gd$ p#7^7`a$gd$7^7`a$gdGRXzRTVZab  =\]^4uѺѥѕѕĎсhShSCJmHsH ha6CJ h4wCJhVh4w6CJhVhn6CJhn6CJmHsHhnCJmHsH hn6CJ haCJ hnCJhnhnCJ hn6hahnhShS6 hShShS/$%FUVpqFX+NOaķvqi`qqYq hn6NHhn6mHsHhnmHsH hn6hnhn6mH sH hnhnmH sH hn6mH sH hnmH sH  hnNHhnhShn6 hShnhhSCJmHsHhhCJmHsHhCJmHsHhShS6CJmHsHhShSCJmHsHhSCJmHsH"  x               &`#$$d,]a$gd$7^7`a$gd$ p#7^7`a$gd  < ` a       @ V x     U u     _ q                 甆thV0JmHnHuhIhI0JmHnHu hI0JjhI0JUhVhImH sH jhI0JUhmH sH hnhnmH sH hn6mH sH  hnhnhnNHmH sH hnmH sH  hnNHhn hn6NH hn6-      hnhVhI hI0JjhI0JU$&P 1h. A!"#$%@=8FVmQ 9黷˨6JVNFx[}o|gvMxgH4;jewd*TP8#}yN EIUT;b Ѥi C2H?-iIQƍ,Tzvݹ[sz}]JO߻r%r%Jːϟ ֧ض~D C0Ox 5g%$gw2Jc=n;oaT+Kf@fC&YKnne`Z5Ps|+n({S5V@V@[+_J݇TI#yեHn}db^H乎^Zuy$<=3LL>b0y.Q)o4uLj);E14l"gZ$q#ɉ.Zck'%1a|x9A.kM_eL6Y x%iᵒH ǩvW ʤnD;fz^򴯪k&Ry˨fIw٧n^#Ϭkk%^#5Vk$l],ٱJ$i֪K$y,gfii_S' E덂%99*":Gȷ JF 7o﮺H iwj֓wn_W<;ۨ69*wn}k;J"?LpFHfAD a@O$`YUHH7=k^I$t%I#rw_о.UMT8k+ݻkn^zVH !_s{V+t{|vJc}Ƨk3Wff!,)3GOy{ff{G5uz-4mT5inpM_X+O;?I3x+[o=䡽ST4x$`́gхM}U88F࿨29*?q$͢mOZe5-iWU#A?Vr`ҜV]ca_SA/i%pbs nҍ{;(X9f5䵾!MR52 Ov]ZC =z=;wr%s˨X\Ǘk%DǷS+k_2Ym__1ꃙGȏtG^M̡֟|:G~BYz9vZ9ԩ> R ,>\V6=ʱ 4?EF;9Q2?"+OtZW[8BҴZj*TiĨ?̒ߧKӍ6vHc@)cϚoFgH̟ӥFt~7Xƴibڐy&;M&G_7IߧKӍjޭз4rlC mJsJ=GN!&/ߧKӍjW+'i"EƢ/xN3T#M'ҵ'V?dTi^>}>J>]nTmi^|bSwcҼEOӤpԧߧcϩOU{;?B˱4d1m=F)tϩOU434o3IJGzf~L}4ݨ+ECV MMi^hJ6;^è̜G3g TާKӍjÖ]lҿmJKg1Cxf7tZ=-{W#ifلc>~Zv{H*X%T[&plloő#w(>{|9|\O8 x&;1/\8iҽzÑzcM䓌y|oC-r O2|e[qlw񃗅bDŽ̒dȾIc3Uy6i\!j"UyB1*9+"GR 0L{;=&/Z>׳Բ.`7B?~ލm Ʊ8)ʚA(BQVaF-n嘢1{&4ŸpcVh5Ci%"ߋc1Ub<CWJ"(qs]T\ЅZ}7,Z6F?9Cvwۗ'cd=u%o!ol8+V`gv,+8yVX؍C:ۮ' 7ҘT"300t-aƘcdc ;vCiac3 x9*Z^4Z`[>$Q>0FgC5)|CpeUe^e7ꨩ;\a={VMJiO.bn"'vlV{BtMa(yi8:[ 0ÙTXka E39!E`|jfpo*hSWq 4K|7 Y0͜+a5 g!Mg[sO`1PfiZ ,3)EF5Yޯ#/6f=>]?[Ɗdճ<6֭lYb0c-.kB +qnE.!¿Q~~{\:%Ma 7.dC)G+P |Q& U1!b9Q9poɫ,>r7B6VrZ[kM1s?*L':Gy:7-^+u3=0q-q?(ӍLe CƮ7 9ъ+ެ1e"CB{cj CiW n<7TtEs..ܰ}GԸvX0SLz"e"iv. aUAʵ,B`Ԧ"Q@P&1 xxm4/ca,S!T66[%@~LÜvX :~j!zƴ$?_CX.FQ<@r۬iŶ[-|Y帖Y2QRjlKYb C'>e!ܰ⮴}WQʙ?)bʃj&+gv佒0IC)\܊"&YY1#3m#Qzvdz_VX C_(Q^ zԎЅǘ4U8ʼ麷yo k=p'3 I;5zu$u&rLCMY%{,GHܝOYY1 jN5wH]5_? ?YEk9˖u4!!!(@iVLW-@gTf;Yky*a!,)JRۮ;"^?gɛ*i9 ,"`:<?6w]%EMpppǜq<6@~)"khf%-qSՙl '6I1<O% nGBE_h߁FLyB;aMDblNFy. hSQ~ir[PDm>~`!CV+ȇiOư1l|ifR;J*j T͕0a6W*X|W^۲%<1Xl^{E <: ) H!lLD'edD j > {b^ֳ7ϝv^|Ntt }[;&JaҶj<LZkg[纪'f_Lv ZP` FO'nȓN\&`Fы /`Ƶ#8z :˹H'(Y+ǚ!V:/tvhs6R@.cn_.8wƎ渞v{W'2r`$'k73:u5~$r J;ѵyp(n6Aw~@ +^vFn6έ~ܪNggf;ѻ+™NoyS Ԟ"p\J.('&Y >I)Ȫ. k+?=MY ZBA \ww Lb".NhRw7E10e 62,qVӱ[k`X x&P)x5v;xؖ"Q EU]}1 ; YՅnq?ݦMJ JH%>)]XW~zt+= ^L===WEOMOo.^V~#Vvf6nvx̭>|wn\Cj-ԱP10kF> >@;@JK3\>jJa']m_aUGPzeTz%i[h4B(5Mڈ~(}Zc sJ>:/X&BX׸Vz< e:#r_XdfhoG2|X#Ő+G''i)e+_OuP,&f LaG~LVFm8\U˃ ]8dγ <5phmZWؔmV2{>}Y=4IȊߎaFM'QE1LMq=fkf7> lrqλFRRuI2<|̰ޮӦ_Ĺ 8wq%a!ЗԙQ<:P0&$< 5 n%n$a.Wٶ=V׽+{Kz۞z1лŽ/ޣWzFA{B{bz+xһCR~ ..sq5g)‚`z4#'X5 b mNu^)NTNF__ tQwm*k/U`HD8O Z(]kB!SJaxb%MVGaÀ2Ӟ'@=϶_'w~WVJ éYoՊ"a\=.B#E)^bSA ~MGt^\H6ѵ|8~s~ GSo1hΥgٰn.ASUmN[c'(G ua;BujT lK,^xg[51]E96;@,@vhN7b$m}!S1L^ `IuWJ/ϪC0υ`3Ʀ)k.ώ4CJUK5}z2]tJgbt.,QLM N= ((JJÙZPq;ˀaT?k 巧iP q׋Q~FrCU1τ|J֦x*G%&8vwpT×SB^-g2!Xo 8eRB ^{e_·okis=LOxw2 N04Y=,o"%fzh\SdOBP[Ωe$!H5eo73>.g\oC.wxoonz^Ekc3]l&x\N % &dNR`KښE; czCD ;<>50XLTy[L#?4wS氁hkv: W؈!anBds1|ʼnʱz/4Mmuʣ/%@y5l6'ہ1­#۰6MiwfX ȅ3eI3 l l hn ]]'+WusrUJ[kf/bg0VPpVS~+#.`d/Zk&Mt_ *k@0ĂsHwۊo[ښ,Uloug`r'pu["|dJ&)24X~@˖u[ZL/=RxT%O 6ut?g>sՅZT:}|@dX_7)7$c{ޕ 22w‚_Iat0]=`/y0.`4;*T[wfl̅r`cXZ/~'deIr_2>~CRb$՛$lVϙb^GfVoFg3h`I!%CP( mJ:pD DMEc^v s֗1.$yYM9զKſr59<8yk?NSh#o]Ҷrͅ&QK"tvrk c'E) ajۥh O2D$mZGrtWZ,`GB%;y ) įWOӥeԯ8CQc:`~Xg*T);T$|ayQ⚄胂50QVzإ~~GqFMYL Kkua񞩛ϝҏS<%|B1냽 ԭT>!_q }k!4bHp-]. S'?c=a'1>qL X;i#޽X{[p7c09 x {r {bptax?A{cWWce%aK7ryi\}|K޿Vދ1.Ž?|}⻮+Xװ6_} k5[-c kjY_kW^|{eɗG_^}{E_^={0.ƶ>muyȔ? O} ITsgP1kuٶF( ޗ6[##ҙTTP1Xxj5S!?aDM*v.Ro)`^KEN;%>flbE!b#}ϰ>TR **(C#6Mi76MleDb! m+>cXdbNcbfhƒ__ҶNMمG Jj`gjG\yYZ i$ ¦pzXyoa;L(|vL.YhO2dL(וM6Ŗ ߅u~{A֟1m[ou̽quj诟ܩ2]Fadu&"pJ̨]&+.5P> 0Lr BگbrQsd.5&W2IDh:8TDRN vP@:lJZ OS/2+(ߩO<|Zj`(yXч>򰨣(E7*@Į<oPXm 3vMi)@BFc-VhXK*jJhQ*Jv-@RaY"U(؈Y˷#RQA$+ H/>̦ |;Fu:Jk:ѹ(f:JmV/_[jVvaFxТSl43:Vfn0ā,Cujt5e Ji;va!O NDØG\Ju[S)-APcS50HP"+G]c04{[2H8ҩveu yy"q6 |{R\@IȔ6{}|ktv3x.ε6_JB~?j(Ȇ }x]ϮA?*ž{?)oiE_P[3"6JaR[6f`ʃ~; 2EdnxD36t[4of~\;;-8v$.*vϏ[oe+v yaoI_|IN?]fI6f]hu#->̇hᝍn[pC*EB[v*: a1ڤO@vcNWQgj B:%+3fPn5Fli?J1f]kc5_6>l?'=_M)sOtE1]!aw=e)0QA]f A͎vE Aqu:~}+ڲYVx6=U^ނu rm}"C}.RM"cob+M5TL~;o.G$EX4NYăK_o_w}x[ˢ4O\cQN$M9vu>gѰĘJu7.Da/VS 8uQ S:Y4~N,5zt-Sw)6!jRW6SpA_*!Y 0.Bά|~5!{&J\#чR M __/~9N=S5> 7#K߃i$f|jlXWF rFौew8A gy"VOˍ'D3ж;U?^6 ܁ fb~|YRc}ZОRb]VI^omne6g;FROӉg8tgY'DFy \G5Kk$%LuV<C$&ɔWrr: /Miz*.WVԴc5_:=͜{W.⸏=Hf谊4/L550ͬ'>.;{cG0Aޣ{jmoޛ1n-ބqu| B[>< ]( ˶/$LTO1 >u+vC[t65|Kxء->1v۩lsp*iZ;-t"8uh;,M_Js"HZ[ ZW>#b±}pΣ.,bQ tD2+iіr{@I!D#yEĖ{To#.6>=ħ冽;U^ڋZʹ՘\=gfYXi uRrX tˋ.X~0kYZҸC>A xxBןY']sn^hdeq 5v)@G ^x塤?Fg$b",-&+r[:w|'h7 Lv"?18;Q}?dJgdZG]}${ C~Klj ,]m1=uPΦ(.Vӄz&3@^;nac,~,t:3W WkT:SSq0uycGGt> /T =d\N'cRciȼKղg+zO솶i!sck1γȄUob}Z\pQj>vh3[SL ]UR)*s\tӴr"Ľ5նQ8pi9O@;bN9T{\I鎷x@A4EAOA 9C``klx|ZAw㇆#힔4(C=ǤMuN9|沦Ԗ2=8?RU.uJ < 9NܻϷOǒ"ij@'.y}ϙddvј4c^^PGf,ڏ)itı˶₳ϱ糧"ׁ琋f;0'ǭ>(acY8ɰڃ1:ū魴ʗmYϜ1ҳܯUϦ0įe߷#UʡPf&+t>B>7ɤ5:ڥ.WѰ䴳Ĵ+Gr%rR>":ǔ^ⴳ܃ypI_5Yh:Ujja dՙcp@snO muf6}sہgX3s]>t;pB؜ùWO/D .aJz31my'Ⴎyw: ̐uAѰPN1XHGuC|E){ 9%LJ;6"sdZ ;m㟠6QwBpE[6K&w ~-sYYϰ]&RY4 rsN✞ *Pr Аܳ ~qާ:\ 苮8K@㱃{ M&mbq$‰d1O/8u PtrВę`#?謗,E0i6K`ۣ 9[:O'njslC~rȿ;YWy\>ك^{33fsshv燨F}O2&⭬X5Bd\CXfK-_G!ʡ_!LҤ3-o (M]W (cL3lqV9œICҒ]2* =jK-57?Y36a !/k[}CbF;KIc.<=ܤݤ ;<c_`%&b 2RSg12XtIJJabo)**+kxf8?_40,^=UY4wq) tk3M1 FZuNJ>WC};I~yY/1%x/x00000000000000000000000000000000000000000000000 0 0 0 0 0 0 0 0 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0 0 0 0 0 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 0 0 0 0 0 0000>0>0>00000 0 00c 0c00 000 000 000g 0g00Y00000000000000000p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p0p@00@0@0@0@0@0@00|000h o=-kyI+D@ ;  H*759nQ?@ABCDGEFHIJKLMNOQPRTSUVWXYZ[\]^_a`bcdefghijklnmopqrstuvwyxz{|}~PPu}}vv (( ) )^3^33344455T;T;@=@=/@/@hBsBsB T T\\b_b_````aaaawcwcssTT66OOHHۺۺҿݿݿnn ((%__((11uu  !#"$%&'()*+,-./0123456789:;<=>?@ABCDFGEHIJKLMNOQPRTSUVWXYZ[\]^_a`bcdefghijklnmopqrstuvwyxz{|}~h*urn:schemas-microsoft-com:office:smarttagsCity0http://www.5iamas-microsoft-com:office:smarttags_*urn:schemas-microsoft-com:office:smarttagscountry-regionhttp://www.5iantlavalamp.com/V*urn:schemas-microsoft-com:office:smarttagsplacehttp://www.5iantlavalamp.com/Zu*urn:schemas-microsoft-com:office:smarttags PlaceNamehttp://www.5iantlavalamp.com/Zt*urn:schemas-microsoft-com:office:smarttags PlaceTypehttp://www.5iantlavalamp.com/9=*urn:schemas-microsoft-com:office:smarttagsState utuututut=utut=ut==RXpu]qfq~qqqqqqqr)r0rFrr]sgsvs{sssssttt twt|tttuuuvyv}v+>@KN`b/1?C ?~<>vx FGnp>FTR35RS5DE24oIJ5FH) %&0189<=BDKL^_hZQXZa S$&1a +-6Zdmosu(*^-`boq)*I 8>wOPRTXYz}$%UVLVXacVWx_iy~~HPhp m5&?&( )-.9.>.?.D.V.\._.k........../]/g///////00/0;00000000 1,131?1A1u11FJJ+q-q{q}qqqqq&r(rrrrrss2s4s|s~sssss t t1t3tZt\t}tttttt uuBuDuvuxuuuuuuvvvGvIvvvxv8Ġ=Kݤ<C$*+jkwx>?78>?34+,?<=45TUXYo345`apq(>mn=B Zt)/ 23QS|LM01MN`a '(:;,^cuMNbJ]^*>RW-BC|}:;H M/xyXYDJ./1B+,v$%wxXw_333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333333R~az% &V.\.22$M:M.c@cXjrjܤSgboW8XDe5U 4^VQk+>^Ci;SY2d%_ Paul Ernest ;kCRb7 V4?l9eN?J:N!Ee+KDK-SQ(zS grmh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH@ ^`OJQJo(hh^h`o(hh^h`o( hh^h`OJQJo(hh^h`o(@^`. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@^`. hh^h`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH@ ^`OJQJo( (zS;kgrml97 V+K|+KD|N!E-SQeN??| @^`.P|`1@^`. #"n4w.ld:ZuI Mn_P'`HrmopB}p kx4:?@.Sj*C2EwLOLVOjI1aX1}%p$@Do0@UnknownGz Times New Roman5Symbol3& z Arial7&  Verdana3Bembo?5 z Courier New;Wingdings"qnrFz &:)XPM:)XPM!24dBB 3qH(?HrmGIncreasing women s participation in mathematics: The role of networkingMatematik Lule Universitet Paul Ernest8         Oh+'0 ,8L `l    HIncreasing womens participation in mathematics: The role of networkingncrMatematik Lule Universitetateate Normal.dotu Paul Ernest5ulMicrosoft Word 10.0@@Lk@ؽ@]:)X՜.+,04 hp  LUTHiMPBA HIncreasing womens participation in mathematics: The role of networking Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%'()*+,-2Root Entry F94Data 1Table?~WordDocumentfSummaryInformation(DocumentSummaryInformation8&CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q