Gender and mathematics education: an overview

Key findings and theoretical trends that have shaped research on gender and mathematics education are described in context. A brief historical note precedes the overview of the foundational work conducted in the 1970s. The assimilationist and deficit models that framed the early intervention programs designed to promote females’ participation and learning of mathematics are discussed, as are the subsequent challenges and reassessments provided by broader feminist perspectives. The interactive influence on mathematics learning of relevant personal and contextual variables and the move towards more complex models of equity embedded in broader social justice concerns are highlighted. Given its enabling role in educational and career pursuits, and that gender equity concerns will thus remain a significant item on the research agenda of (mathematics) educators in many countries, guidelines for future work are offered.