Si possono prevenire le differenze di genere in matematica? Una proposta di intervento didattico per la scuola primaria

This paper investigates the gender gap in Mathematics: particularly the phenomenon in which male students gain better scores than female counterparts in this subject in every year of schooling. This research examines the factors influencing the existence of this phenomenon in Primary school students, highlighted in the tests INVALSI, OECD-PISA and IEA-TIMSS: in particular, the stereotype threat model is one of these factors. Starting from the characteristics of this construct, the study proposes a didactic intervention, to be carried out within the primary school, with the aim of aligning the genders' scores in Mathematics, through the use of the strategy of learning vicariate and the presentation of biographies of successful women in STEM fields.