ABSTRACT
Sexuality and gender expression, including trans and non-binary identities, deserve much attention in the mathematics classroom even though this is an under-researched area in mathematics education research. The chapter first draws on social theories about the social construction of sexual orientation, a review of research about the LGBTQ+ community, and what is known about LGBTQ+ students in general education scholarship. Applications of these concepts are directly related to the mathematics classroom, and examples are provided to indicate how a status quo mathematics classroom will reinforce both heteronormativity and homophobia. Practical examples of how to interrupt this culture are provided for mathematics teachers, including how to increase representation of the LGBTQ+ community into mathematics curriculum and language practices that teachers can model for their students.
