ABSTRACT
Standards, reform, mathematics for all, “authentic” assessment, increasing diversity—the words of change surround mathematics education and mathematics educators including those who work in gender equity. However, as change occurs, too often educators and other “mathematics change agents” don’t reflect on what change has already occurred and what further change should occur. Nor is enough time spent defining the goals this change seeks to achieve. In the case of gender equity in mathematics, there is a need not only to look critically at goals but to reflect on what we think gender equitable mathematics teaching is, and even on whether there is a feminist mathematics.
