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It argues that curriculum elements, teaching, planning, research, and adult numeracy surveys need a gender-aware approach. Successful implementation requires gathering knowledge, analyzing processes, and proposing targeted changes despite current research gaps.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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mainstreaming mean in the context of equality policy?","Question",{"text":63,"@type":64},"Mainstreaming is described as reorganizing, improving, developing, implementing, and evaluating policy processes so that an equal-opportunities perspective is incorporated into policies at all levels and phases.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is gender mainstreaming defined within policy processes?",{"text":68,"@type":64},"Gender mainstreaming is defined as integrating the gender perspective into every stage of policy processes—design, implementation, monitoring, and evaluation—to promote equality between women and men.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is gender mainstreaming relevant to adult mathematics education?",{"text":72,"@type":64},"It requires viewing adults’ mathematics education through a gender lens, considering how gender affects understanding, attitudes, and participation in curriculum, instruction, values, and related statistics and 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\nStatistics Division, University of Copenhagen,  \nDenmark  \n\u003C[inge@math.ku.dk](inge@math.ku.dk)>  \nAbstract  \nMainstreaming as a strategy for equality has been widely adopted by the international community. Mainstreaming of adult mathematics education entails that gender, ethnicity, social class and other difference defining categories are included consciously and explicitly in all activities. A growing body of research explore how pluralism and multiculturalism in mathematics education affect mathematical understanding, attitudes and participation. Gender mainstreaming investigates how cultural and economic factors influence the formation of female and male differences in these areas. In adult mathematics education curriculum, context, instruction and values have a gender dimension that should be acknowledged in teaching, planning and research. Likewise gender should be taken into account in statistics and surveys on adult numeracy. To mainstream successfully means to gather knowledge, analyse processes and suggest changes where necessary. Actual gender mainstreaming of adult mathematics education is not on the agenda anywhere today, but current knowledge on mathematics education points toa number of research questions and to knowledge gaps that have to be filled. Gender mainstreaming is but one aspect of the general mainstreaming strategy that encompasses other difference defining categories; hence research on adults learning mathematics must cut across borders of gender, ethnicity, age and social class. Creating a new and more adequate frame of analysis is a challenge to research in adult mathematics education.  \nGender mainstreaming is a principle that means bringing gender thinking into the main stream – into all decision making and organizational (…) work. Many have used the image of gender equality as something that flows in its own tributary. Through gender mainstreaming, equal opportunities are brought into the main stream – i.e. the ordinary organizational and political efforts. (Resolution on equal opportunities. The Danish Trade Union Movement 2003)  \nKey words: gender, policy, research, work, affect, mainstreaming  \n1. Mainstreaming as a strategy for equality1  \nMainstreaming as a strategy for equality has been on the international agenda since the UN conference on women in Beijing, 1995. In the same year the European Council set up Group of Specialists on Mainstreaming that developed a much-cited definition of mainstreaming:  \nMainstreaming is the reorganisation, improvement, development, implementation and evaluation of policy processes that incorporate an equal opportunities perspective into all policies at all levels and phases by the parties that are normally involved in policy-making.” (Group of specialists, 1998) .  \n1 This article is based on a lecture given in Topic Study Group 6, Adult and lifelong mathematics education, at the 10th International Congress on Mathematics Education (ICEM10), Copenhagen, 2004.([See](See www.icme10.dk)[ ](See www.icme10.dk)[www.icme10.dk](See www.icme10.dk).)  \nVolume 3(1)– April 2008 32  \n2. Gender mainstreaming  \nThe general mainstreaming strategy aims at removing inequalities due to gender, race, age social class etc. and gender mainstreaming is but one aspect of this strategy. It is however the area with far the most ongoing activities.  \nThe member countries in the European Union (EU) are committed to eliminate inequalities and promote equality between women and men (Amsterdam Treaty article 2 and 3) . The EU has adopted a dual approach to achieve this goal: combining gender mainstreaming with specific measures targeted at the under-privileged. Gender mainstreaming is here defined as the integration of the gender perspective into every stage of policy processes – design, implementation, monitoring and evaluation – with the aim of promoting equality between women and men.","cbCaijLLo1nvVzJq","https://ap.wps.com/l/cbCaijLLo1nvVzJq","pdf",402630,"English","# Mainstreaming as a strategy for equality\n# Gender mainstreaming\n# Gender mainstreaming of adult mathematics education","[{\"question\":\"What does mainstreaming mean in the context of equality policy?\",\"answer\":\"Mainstreaming is described as reorganizing, improving, developing, implementing, and evaluating policy processes so that an equal-opportunities perspective is incorporated into policies at all levels and phases.\"},{\"question\":\"How is gender mainstreaming defined within policy processes?\",\"answer\":\"Gender mainstreaming is defined as integrating the gender perspective into every stage of policy processes—design, implementation, monitoring, and evaluation—to promote equality between women and men.\"},{\"question\":\"Why is gender mainstreaming relevant to adult mathematics education?\",\"answer\":\"It requires viewing adults’ mathematics education through a gender lens, considering how gender affects understanding, attitudes, and participation in curriculum, instruction, values, and related statistics and surveys.\"}]","Gender mainstreaming of adult mathematics education: opportunities and challenges | PDF",1792065551,23]