ABSTRACT
Feminists, from a variety of perspectives, have argued that aspects of school mathematics disadvantage girls. Some adjustments to curriculum have occurred in order to make school mathematics less overtly sexist and more attractive to girls, and some exciting and innovative curriculum projects have been developed. Nevertheless, certainly in Australia, and I believe elsewhere, these developments tend to remain marginal to the mainstream curriculum, while major mathematicscurriculum reforms occur with little serious attention to matters of gender. While many feminists continue to critique school mathematics, on the whole the mainstream mathematics curriculum remains unchallenged and relatively unscathed by feminism. Even those of us who are most concerned with girls and mathematics have tended to focus on access as the problem, the task being ‘to get it rather than change it’ (Johnson, 1983, p. 15).
