Female Representation in Mathematics Textbooks from the Spanish Transition to the Present Day

This study analyses the representation of women in Spanish primary school mathematics textbooks, from the transition period to the present. Its aim is to assess the extent to which these materials challenge or reinforce gender stereotypes, understood as generalized views of the attributes and roles ascribed to women and men. The research is grounded in the premise that the visibility of female role models in Science, Technology, Engineering and Mathematics (STEM) is essential to fostering equal opportunities from an early age and expanding the career horizons of girls and young women. To this end, twelve mathematics textbooks are examined through a mixed methodology that considers both the frequency and the context of male and female character appearances in texts and illustrations. The findings indicate a relative numerical balance in the representation of men and women in more recent textbooks; however, a significant qualitative imbalance remains. Female figures are less frequently linked to scientific or technological fields, are more often portrayed in traditional social roles, and at times appear less confident or competent than their male counterparts. Such biased representation perpetuates gender stereotypes that may undermine girls’ self-esteem and restrict their academic and professional ambitions. The study concludes by stressing the importance of teachers adopting a critical, co-educational approach in the selection and use of teaching materials, thereby promoting more inclusive education and helping to reduce persistent gender gaps in scientific training.