Bridging gender stereotypes and learning outcomes: a new perspective on teacher identity

This paper presents a theoretical contribution on the relationship between teachers’ gender stereotypes and students’ mathematical learning, offering a new interpretation of teachers’ professional identity within this process. Previous studies have established how gender-stereotypical expectations shape students’ self-concept, motivation, and achievement. Building on Radford’s notion of subjectification, this work extends the discussion by suggesting that stereotypes operate both as elements influencing students’ mathematical learning and as tools through which teachers construct their professional identity, thereby intertwining these two processes. Illustrative examples from teachers’ accounts indicate how such stereotypes can orient classroom interactions while simultaneously contributing to identity development.