Gender representations in school mathematics: a study of primary textbooks in the Republic of Cyprus

Abstract

ABSTRACT Several studies indicate that gender is often portrayed stereotypically in mathematics textbooks worldwide. Based on the premise that such representations need to be examined with particular attention to the cultural context within which they exist, this study focuses on the upper-primary mathematics textbooks of the Republic of Cyprus, which are nationally produced and mandatory for all public schools. Specifically, the eight individual parts of grades 5 and 6 (four for each grade) were examined. By approaching both written and visual references from a critical discourse analysis perspective, the findings highlight that (a) gender is represented within the binary system, and (b) there are essential differences in depictions of men and women across three dimensions: professional status, everyday activities, and references to real people. These differences allude to stereotypical performative aspects of gender in this specific socio-cultural context. In closing, I make recommendations for future research directions in this area.