Abstract
The central question that triggers the discussions held here is: Are there links between gender conceptions and mathematics teaching? In the face of the supposed evidence that boys have superior performance in mathematics, this study aims to investigate possible problematizations of mathematics education when we relate it to gender issues, that is, masculinities, femininities, and other social representations aligned to this approach. It also investigates the consequences that certain conceptions of gender implicit in the teaching practice may have on mathematics teaching. Indeed, it is not uncommon to encounter statements such as “boys are better at mathematics than girls”, or “women are very emotional and not rational enough”, which can bring consequences to mathematics teaching, such as the legitimation and reaffirmation of certain inequalities already materialized in the social sphere. In order to challenge such claims that may somehow end up playing a key role in fixing certain binarisms of gender identities, this work presents a poststructuralist discussion and, by means of semi-structured interviews with mathematics teachers, investigates how gender relations are present in the teaching of this subject.
Mathematics education; Gender; Discourses; Educational practices