Toward Intersectional Understandings of Gender in Mathematics Education

In this chapter, we present findings from a review of gender research in mathematics education since the last edition of the International Handbook on Mathematics Education in 2013 through 2021. We identified three categories of research: achievement, participation, and identity. For each category, we highlight how gender was conceptualized and explored, including the extent to which intersections of gender and other forms of difference (e.g., race, sexuality) were considered. Despite important developments in gender research (e.g., focus on curricula and pre-service teachers, sampling trans*, and nonbinary participants), gender largely continues to be framed in the binary and isolated from racism and other systems of power. The chapter concludes by discussing future research directions for the advancement of intersectional justice among mathematics learners across minoritized gender identities.