Facing the Gender Gap in STEM: Designing of an Educational Game with an Inclusive Framework

Abstract

The invisibility of women's contributions in science and technology, combined with the presence of male-dominant characteristics in stereotypes about mathematics, are factors that contribute to the gender gap in STEM. This article presents the design process of an educational game focused on optimization and describes the ways in which it fosters the conceptualization of negative numbers and their properties. The game uses cards that highlight the contribution of women in STEM and encourage reflection on the structural inequities they face when entering the field. The proposal is framed within design principles that aim to promote diversity and equity in mathematics education. Additionally, it offers an interpretive framework with a gender perspective to guide reflection and raise awareness about this social issue when introducing the game in different school settings.