Resumen

SIMON-RAMOS, María Guadalupe; FARFAN-MARQUEZ, Rosa María  y  RODRIGUEZ-MUNOZ, Claudia. Towards Gender Transversality in Mathematics Education. Rev. colomb. educ. [online]. 2022, n.86, pp.235-254.  Epub 22-Dic-2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num86-12093.

Sodo-epistemological Theory, Feminist Theory, and Social Representations Theory allow analyzing a wide view of Mexican research on gender differences in mathematical education. These theories emphasize the incidence of educational and family expectations, as well as sociocultural aspects, and gender stereotypes as elements that go across the discourse of education in mathematics. These discourses obstruct the construction of mathematical knowledge for girls and women. This study analyzes how the discourse of education in mathematics excludes women, and suggests future research paths from socio-epistemology, that would contribute to gender transversality in mathematics teaching.

Palabras clave : gender; mathematics education; socioepistemology; feminism; social representations.

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