undergraduates' attitudes and the study of mathematics at the ...
undergraduates' attitudes and the study of mathematics at the ...
undergraduates' attitudes and the study of mathematics at the ...
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gender was involved such an <strong>at</strong>tention should not be ignored. Both students (<strong>of</strong> both sexes) <strong>and</strong><br />
m<strong>at</strong>hs lecturers were to be gender sensitive in <strong>the</strong> <strong>study</strong>ing environment. To cre<strong>at</strong>e a gendersensitive<br />
situ<strong>at</strong>ion requires some str<strong>at</strong>egies on how to overcome such a situ<strong>at</strong>ion. In some<br />
countries where gender <strong>study</strong> courses were introduced <strong>at</strong> undergradu<strong>at</strong>e levels, <strong>the</strong> programmes<br />
did not involve male students as well. Some critics argued th<strong>at</strong> <strong>the</strong> gap in gender awareness was<br />
thus biased as males were not involved. While it could be difficult to enroll many male students<br />
in gender courses it was important th<strong>at</strong> males were also invited so th<strong>at</strong> <strong>the</strong>y could be aware <strong>of</strong><br />
gender issues. Instead <strong>of</strong> designing separ<strong>at</strong>e gender courses <strong>at</strong> university, which could face some<br />
resistance from some students <strong>and</strong> may be from some staff members, such courses could be<br />
integr<strong>at</strong>ed in <strong>the</strong> university curriculum by rewriting some courses which were gender sensitive.<br />
In some universities where courses like Development Studies were compulsory for first year<br />
students, it could be one <strong>of</strong> <strong>the</strong> areas where gender issues could be introduced if such a course<br />
were also to be introduced <strong>at</strong> <strong>the</strong> University <strong>of</strong> Swazil<strong>and</strong>. It is through such courses where<br />
different gender issues could be addressed. This involved also seminars <strong>and</strong> workshops for <strong>the</strong><br />
entire University community. The University had also to provide more facilities for training<br />
female academic staff in courses like m<strong>at</strong>hs where for example <strong>the</strong>re was one female lecturer in<br />
m<strong>at</strong>hs <strong>at</strong> <strong>the</strong> University. This could be possible if more females were <strong>at</strong>tracted from lower school<br />
levels before joining <strong>the</strong> University.<br />
Like in o<strong>the</strong>r universities elsewhere, <strong>the</strong> large enrolment <strong>of</strong> students in various courses does not<br />
necessarily mean an increase in m<strong>at</strong>hs course enrolment. In order for students to be more<br />
interested in m<strong>at</strong>hs, <strong>the</strong> teaching <strong>of</strong> m<strong>at</strong>hs <strong>at</strong> University level had to take a different approach<br />
where applic<strong>at</strong>ion aspects were involved. This would mean to rewrite <strong>the</strong> curriculum which<br />
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