Gender Equity in Mathematics Education

Lutfi Incikabi

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Paperback

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English

Information Science Reference
02 October 2025

Gender studies, gender groups; Inclusive education & mainstreaming; Teaching skills & techniques

Gender equity in mathematics education remains a vital issue in the pursuit of inclusivity. Despite the progress that has been made in recent decades, there is still a disparity in gender representation in higher level math courses and STEM careers. Implicit bias and stereotypes continue to shape students experiences and self-perceptions in mathematics classrooms. Addressing these challenges requires intentional efforts to promote equitable teaching practices, foster supportive learning cultures, and empower all students. Gender Equity in Mathematics Education explores gender equity in mathematics education. This book offers actionable interventions to improve educational outcomes for all genders. Covering topics such as classroom practica, gendered stereotypes, and parental mediation, this book is an excellent resource for researchers, academicians, educators, school leaders, policymakers, and more.

Edited by: Lutfi Incikabi
Imprint: Information Science Reference
Country of Publication: United States
Dimensions: Height: 254mm, Width: 178mm,
ISBN: 9798337326665
Pages: 348
Publication Date: 02 October 2025
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Lutfi Incikabı is a Professor of Mathematics Education at Kastamonu University. He earned his Doctor of Education (Ed.D.) in Mathematics Education from Teachers College, Columbia University in 2011, after which he served as a Teaching Assistant at Mersin University (2011–2012). Since joining the faculty of Kastamonu University in 2012, he has continued his academic career with a focus on elementary mathematics education, gender equity and stereotypes in mathematics education, authentic mathematics teaching, comparative education, and technology-integrated instruction. His specific research interests include the design of mathematics courses based on the Technological Pedagogical Content Knowledge (TPACK) framework, national and international comparative studies of assessments, curricula, and textbooks, as well as the exploration of mathematical creativity, authentic problem development, and the influence of gender stereotypes on mathematics learning.