Beyond Hidden Figures: Shining a Spotlight on Constructed Hierarchies of Gender, Age, and Elementary Mathematics

Abstract

This article focuses on conversations about gender and mathematics among other intersecting identities such as age, education level, and professional expertise. I used positioning theory to unpack a conversation at a science museum (between museum volunteer John, prospective teacher Ann, and myself) to share a story about gender and mathematics. I argue that the impact of this conversation from our perspectives as young women who do work in elementary mathematics education should be made visible to recognize and address inequities for women and girls within mathematics and mathematics education spaces. Implications for elementary teacher education include providing opportunities for prospective teachers to share their stories and gendered experiences with attention to intersections of age, gender, and connected disciplinary narratives (in this case, mathematics).