Unpacking Mathematics: Gender Stereotypes of Mathematics Teachers in Single-Gender Classrooms

Abstract

Gender stereotypes in mathematics have been a topic of debate for many years and are still relevant today. This chapter examines the gender stereotypes of mathematics teachers and preservice teachers who teach in single-gender classrooms, based on their observations. For this purpose, interviews were conducted with a mathematics teacher who taught in single-gender classrooms for six years out of her 14-year teaching career, and six preservice teachers who implemented school practices under the guidance of this mathematics teacher, in other words, who were in the same classroom environment as the teacher. Consequently, the findings indicated that teachers' mathematics gender stereotypes in single-gender classrooms manifested as themes of cognitive competency, affective tendency, personal characteristics, classroom and social environment, and functional perception of mathematics. ©2026, IGI Global Scientific Publishing. All rights reserved.