Abstract
Attention to gender in mathematics education research can be characterized by a lack of clarity (cf. Glasser & Smith, 2008). The importance of clarity in definitions of gender is discussed, and several conceptual models of gender are presented. Four of these models begin with biological sex differences but draw attention to other aspects of gender. Four models set biology aside and are based on social and cultural theories. Some of the advantages of the latter for mathematics education researchers are identified.
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