Commentary on Theories of Mathematics Education

Feminist Pedagogy and Mathematics 445
Conclusion
Even with the advances in enrollments and participation rates in mathematics and
mathematics-related careers, gender issues in mathematics have not disappeared.
Much of the previous research and intervention programs designed to promote females
participation in these fields have been based on the assumption of male as
the norm, the model of the successful mathematics student or mathematician who
is to be emulated if the non-successful are to succeed. Little research and work has
begun from the assumption that females have strengths, experiences, and learning
styles that they can use to succeed in mathematics. This article presented a theoretical
basis and a model for beginning with the assumption that being a woman is
the norm for females and that it is the instructor’s responsibility to capitalize on females’
strengths and interests in order to facilitate their success in mathematics. The
next stage is to design specific programs based on this paradigm and test whether
such an approach will succeed in enhancing the mathematics learning and participation
of women. Using feminist pedagogy should benefit not only female students
but also other students and society at large and in no way denies the power or beauty
of mathematics.
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