Theorizing gender in mathematics education literature: current trends and future directions

Abstract In this literature review, we investigate gender-focused research in mathematics education in which gender has been theorized by employing Judith Butler’s theory of gender performativity (TGP). Since 2010, following calls from scholars in mathematics education for further theorization of gender in gender-focused research in the field, the TGP became a widely-used framework for theorizing gender beyond the binary. In this study, we conducted a review of literature in the field, identifying the affordances and limitations regarding theoretical perspectives, methodologies/methods, and findings in mathematics education research focused on gender. We found that theorization of gender in this manner has supported the field to move away from fixed binaries and diversified the usage of methodological approaches in gender-focused research in mathematics education. However, we also found limitations in methodological approaches and findings regarding gender research in the field. We conclude by providing suggestions for responsive research regarding gender in which a variety of methodological approaches and new forms of inquiries are used to continuously develop understandings of gender issues in mathematics education.