The number of women involved in STEM subjects (acronym of: Science, Technology, Engineering and Mathematics) has increased over the last few years; nevertheless, a strong imbalance in favor of males persists if we consider the number of enrolments at university for scientific courses and in the workplace related to STEM (Hill, Corbett & St. Rose, 2010; OECD, 2015). Some factors that have led to this inequality in the number of men and women engaged in scientific subjects can be sought, first of all, in the history of customs and society (MacKinnon, 1990; Leder & Forgasz, 2008). Indeed, access to scientific culture, in particular to the study of mathematics, was historically reserved almost exclusively to men and very few women's names are remembered in the history of mathematics before last century (MacKinnon, 1990; Leder & Forgasz, 2008). Since the beginning of the 1900s, great strides have been made in allowing women