Resumo

SIMON-RAMOS, María Guadalupe; FARFAN-MARQUEZ, Rosa María  e  RODRIGUEZ-MUNOZ, Claudia. Towards Gender Transversality in Mathematics Education. Rev. colomb. educ. [online]. 2022, n.86, pp.255-276.  Epub 22-Dez-2022. ISSN 0120-3916.

From the socio-epistemological, the feminist, and the social representation theories, this article analyzes a broad panorama of Mexican research studies about gender differences, considering several dimensions of school mathematics. It highlights the incidence of teacher and family expectations; the sociocultural aspects; and the gender stereotypes as elements that go across the school mathematics discourse. All these elements make girls and women have limited possibilities to participate in the construction of mathematical knowledge. In this sense, we pose the following discussion: How does the school mathematics discourse exclude women? The work presents several future research paths that seek incorporating the gender perspective in the teaching of mathematics from the socio-epistemological theory.

Palavras-chave : gender; mathematics education; socioepistemology; feminism; social representations.

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