4. Digital & mathematical thinking in everyday life

Module rationale

This module aims to demystify mathematical and digital skills by connecting them to everyday activities that parents and daughters already experience.

It supports parents in building confidence with technology and encourages safe, creative, and meaningful digital engagement.

Purpose & relevance for parents	Contribution to girls’ participation in STE(A)M
Supports parents in understanding that digital and mathematical thinking are part of everyday life Builds confidence to engage with their daughters in technology use and problem-solving without needing expertise Uses an inquiry-based, non-formal approach focused on curiosity, exploration, and real-life situations	Encourages a gender-sensitive approach, helping challenge stereotypes around girls and STEM Strengthens parents’ role as supporters and role models Promotes positive attitudes towards STE(A)M through daily interactions Develops key transversal skills: critical thinking, creativity, digital competence

Learning Objectives

After completing this module, parents will be able to:

Recognize how mathematical and digital thinking are part of everyday activities
Support their daughters in developing problem-solving and logical thinking through daily interactions
Encourage safe, creative, and meaningful use of digital technologies
Demonstrate increased confidence in engaging with technology and discussing STEM-related topics at home

Curriculum

6 Sections
26 Lessons
Lifetime

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References

European Commission. (2017). DigComp Framework. https://joint-research-centre.ec.europa.eu/digcomp_en

European Commission. (2021). Women in digital scoreboard 2021. https://digital-strategy.ec.europa.eu/en/policies/women-digital

European Commission. (2022). Digital Skills. https://digital-strategy.ec.europa.eu/en/policies/digital-skills

OECD. (2019). OECD Skills Outlook. https://www.oecd.org/en/publications/oecd-skills-outlook-2019_df80bc12-en

UNESCO. (2015). Transversal Skills. https://unesdoc.unesco.org

OECD. (2015). The ABC of gender equality in education: Aptitude, behaviour, confidence. OECD Publishing. https://www.oecd.org/education/the-abc-of-gender-equality-in-education-9789264229945-en.htm

UNESCO. (2017). Cracking the code: Girls’ and women’s education in science, technology, engineering and mathematics (STEM). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000253479

Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89. https://doi.org/10.1080/00461520902832368

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