Abstract:

It is important for gender equality in education to include balanced gender representations in the textbooks and to be prepared by paying attention to the existing sexist stereotypes regarding both social roles and mathematics. This study aimed to examine how gender factors are handled in primary school mathematics textbooks and gender stereotypes about mathematics are included. This research, which has a qualitative nature, was carried out with the document analysis method. The data source of the study consists of current primary school mathematics textbooks prepared by the Ministry of National Education. 701 content, including visual, written and both, in the textbooks were evaluated in terms of gender biases. The contents were analyzed in the context of gender dominance, gender perceptions, and gender emphasis on being able to do math. According to the research findings, the rate of male-dominant content in all textbooks except the fourth grade is higher than the rate of female-dominated content. On the other hand, neutral situations in which neither gender is dominant were found at a lower rate compared to the other two conditions. However, when the social roles of male and female genders in primary school mathematics textbooks are examined, it is seen that the roles given to men are more diverse and common than the roles given to women. In addition, the ability to do mathematics and gender associations in textbooks is generally in the opposite direction of the stereotype that “girls cannot do mathematics”. Findings were discussed in line with the relevant literature and suggestions were provided.

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