Abstract
Since the beginning of 1990s, the international debate on gender in mathematics education has been reflected in a series of conferences held in Denmark and Norway, and the teachers/researchers have also participated in the Swedish “Mathematics and women” conferences. However, there are very few studies in Denmark and Norway designed with the main purpose of investigating gender and mathematics. In this article, a framework is presented for analyzing gender perspectives in mathematics education (structural, symbolic, personal and interactional gender). The Danish and Norwegian work is presented with references to the four perspectives and the gender issue in TIMSS and PISA is briefly discussed. The main thread in the article is the researchers’ willingness and intentions of investigating the “doing gender” in mathematics education: There are intentions of research but – so far – they have not been realized in Denmark and Norway.
