Gender Justice and the Mathematics Curriculum: Four Perspectives

Part of the Science & Technology Education Library book series (volume 2)


The past two decades have seen a rapid increase in the attention paid to gender issues in school mathematics. This has occurred at the level of policy, research and practice. In this period, we have learned a lot and much has been achieved. Gender differences in achievement and participation in mathematics no longer are regarded as either natural or inevitable. Curriculum materials and assessment tasks are, at least, less overtly sexist and, indeed, they are often more consciously inclusive of what are perceived to be the experiences and concerns of girls. Many mathematics classrooms are considerably more ‘friendly’ to girls than they once were — both in regard to the general pedagogical approach and in the way in which girls are treated. Many girls and boys are happy to assert that ‘everything is equal now’. Often their teachers and members of the general public also believe this, or even that the balance in education has swung in favour of girls and to the detriment of boys.


Social Justice Mathematics Education School Mathematics Mathematics Curriculum Gender Equity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Brown, S. (1984). ‘The logic of problem generation: From morality and solving to de-posing and rebellion’, For the Learning of Mathematics 4(1), 9–2.Google Scholar
  2. Dowling, P. (1991). ‘Gender, class, and subjectivity in mathematics: A critique of humpty dumpty’, For the Learning of Mathematics 11(1), 2–8.Google Scholar
  3. Fennema, E. (1993). ‘Justice, equity and mathematics education’, in E. Fennema and G. Leder (eds.) Mathematics and gender, Brisbane, University of Queensland Press, 1–9.Google Scholar
  4. Fennema, E. & Leder, G. (eds.) (1993). Mathematics and gender, Brisbane, University of Queensland Press.Google Scholar
  5. Jungwirth, H. (1991). ‘Interaction and gender-findings of a micro-ethnographical approach to classroom discourse’. Educational Studies in Mathematics (22), 263–284.CrossRefGoogle Scholar
  6. Kenway, J. & Willis, S. (with the Education of Girls Unit of South Australia) (1993). Telling tales: Girls and schools changing their ways, Canberra, Department of Employment, Education and Training.Google Scholar
  7. Kenway J., Willis, S., Blackmore J. & Rennie L. (1991). ‘Studies of reception of gender reforms in schools’, in L. Rennie, L. Parker and G. Hildebrand (eds.), Action for equity: The second decade, Proceedings of the Sixth International GASAT Conference, Key Centre for School Science and Mathematics, Perth, Australia, Curtin University of Technology, 111–128.Google Scholar
  8. McLeod, J. (1990, December). ‘Gender-inclusive curriculum: Some issues for professional development’, Paper presented at the Conference of the Australian Association for Research in Education, Sydney, Australia.Google Scholar
  9. Mura, R. (1995). ‘Feminist theories underlying strategies for redressing gender imbalance in mathematics’, in P. Rogers and G. Kaiser (eds.), Equity in mathematics education: Influences of feminism and culture, London, Falmer Press, 155–162.Google Scholar
  10. Walkerdine, V. (1989). Counting girls out, London, Virago Press.Google Scholar
  11. Willis, S. (1995a). ‘Gender reform through school mathematics’, in P. Rogers and G. Kaiser (eds.), Equity in mathematics education: Influences of feminism and culture, London, Falmer Press, 186–200.Google Scholar
  12. Willis, S. (1995b). ‘The mathematics profile: Removing the flaws’, in C. Collins (ed.), Curriculum stocktake: Evaluating school curriculum change, Canberra, Australian College of Education, 172–191.Google Scholar
  13. Willis, S. (1995c). ‘Mathematics: From constructing privilege to deconstructing myths’, in J. Gaskell and J. Willinsky (eds.), Gender in/forms curriculum: From enrichment to transformation, New York, Teachers College Press, 262–284.Google Scholar
  14. Yates, L. (1993). ‘The education of girls: Policy research and the question of gender’, Australian Education Review No. 35, Melbourne, Australian Council of Education Research.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 1996

Authors and Affiliations

  1. 1.Murdoch UniversityPerthAustralia

Personalised recommendations