Mainstreaming gender in mathematics university teaching and an assessment from students and teachers Irene Epifanio; Lara Ferrando; Marina Martínez-García Universitat Jaume I (Spain); Contact: http://www3.uji.es/~epifanio XI Jornadas Internacionales de CAMPUS VIRTUALES Salamanca (España) Summary  We provide guidelines for reviewing math courses from a gender perspective at university, although these ideas also serve for lower levels. In particular, we focus on aspects such as: the adequate management of the classroom, the visibility of the contributions of women, the use of an inclusive language, the methodology through active teaching, the contents, the work in values by humanizing the problems, the use of the computer, an appropriate and diverse evaluation and, above all, interpersonal relationships, where empathy and breaking with stereotypes and implicit biases are fundamental.  We show examples in some subjects, especially statistics in the field of Engineering and Health degrees.  Although Spanish law obligates the integration of a gender perspective in university teaching, this does not happen in reality and much less in math subjects.  Gender gap in STEM is important. However, few works deal with integration of gender perspective at math, and less at university level.  Results based on student participation in activities and their opinion are very satisfactory. Furthermore, feedback obtained after a course about math coeducation to other teachers is also very promising. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women in these areas.  The use of an inclusive language.  The methodology through active teaching.  The work in values by humanizing the problems.  The contents.  The use of the computer.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom: promoting an equal participation, be aware of the different ways of communicating, etc.  The visibility of the contributions of women in these areas.  The use of an inclusive language.  The methodology through active teaching.  The work in values by humanizing the problems.  The contents.  The use of the computer.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women and other minoritized groups in these areas: different activities, ranging from quotes to escape rooms.  The use of an inclusive language.  The methodology through active teaching.  The work in values by humanizing the problems.  The contents.  The use of the computer.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women in these areas.  The use of an inclusive language in all levels, oral, written, etc. Note that Spanish textbooks do NOT use inclusive language, so material was prepared.  The methodology through active teaching.  The work in values by humanizing the problems.  The contents.  The use of the computer.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women in these areas.  The use of an inclusive language.  The methodology through active teaching: learning by doing mathematics, working in cooperative groups, by projects, etc. Most of the projects developed by engineering students dealt with social issues, and several on equality and carried out by boys, such as: “Are contraceptive methods really used?”, “The role of women in the Spanish series of the s. XXI” or “The salary gap in basketball”.  The work in values by humanizing the problems.  The contents.  The use of the computer.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women in these areas.  The use of an inclusive language.  The methodology through active teaching.  The work in values in hidden curriculum and by humanizing the problems: some activities were about discrimination, climate change, etc. http://www3.uji.es/~epifanio/TEACHINGP/gender.tar  The contents.  The use of the computer.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women in these areas.  The use of an inclusive language.  The methodology through active teaching.  The work in values by humanizing the problems.  The contents: showing the importance of adequate sampling, the adequate questions in order to see all the visions, i.e. to show the importance of taking into account gender in health and engineering through data, for instance.  The use of the computer.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women in these areas.  The use of an inclusive language.  The methodology through active teaching.  The work in values by humanizing the problems.  The contents.  The use of the computer: applied mathematics and statistics require a computer to better understand the concepts without tedious calculations. In addition, it favors the approach towards ICT of women.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women in these areas.  The use of an inclusive language.  The methodology through active teaching.  The work in values by humanizing the problems.  The contents.  The use of the computer.  An appropriate evaluation: it should include a range of different assessment activities to recognize diversity in students, with explicit evaluation criteria. Rubrics are important for avoiding bias.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases. Guidelines  The adequate management of the classroom.  The visibility of the contributions of women in these areas.  The use of an inclusive language.  The methodology through active teaching.  The work in values by humanizing the problems.  The contents.  The use of the computer.  An appropriate evaluation.  Interpersonal relationships, where empathy is essential as well as breaking with stereotypes and implicit biases: we have to listen actively to our students, to be open to their concerns and to help them. Results  No resistance from students.  Anonymous survey at the end of the course: 100% satisfied with the methodology and the project. The satisfaction rating in the official university survey was 4.86 on average out of 5.  We improved the student participation and academic results in comparison with the previous course.  In November 2020, we carried out a virtual math coeducation course for teachers in all educational levels: http://www.coeducamates.uji.es/, explaining many of the ideas commented in this work and others. Six hundred people from all over Spain took part. An anonymous questionnaire was passed to attendees: they were very satisfied. Conclusions Reference: Irene Epifanio. Guía para una docencia universitaria con perspectiva de género de Matemáticas. Xarxa Vives d’Universitats. 2020. Free and on-line book: http://hdl.handle.net/10234/190009 Or free virtual course (3 hours) at shorturl.at/zFH19  We have seen how the integration of the gender perspective can be carried out in Math and Statistics subjects. Furthermore, with good results.  A complete reference with many details, including research, is Epifanio (2020).  There is no reference to equality in syllabus of the vast majority of mathematics subjects of all the world's universities.  However, teachers, also math teachers, must contribute to the knowledge and development of: Human Rights, democratic principles, the principles of equality between women and men, of solidarity, of environmental protection, of universal accessibility, and promotion of the culture of peace. Thank you very much for your attention Contact: http://www3.uji.es/~epifanio