RUME 27
2025
Alexandria, Virginia
A Gendered-Language Analysis of Abstract Algebra, Real Analysis, and Introduction to Proof Textbooks
Page: 518
Mathematics education scholars have asserted that proof can be viewed as a unique genre of communication with specific norms and conventions. Further, some have argued that these norms and conventions are gendered and may dissuade women from participating in advanced mathematics. However, these assertions for the most part have not been investigated empirically. In this proposal, we systematically analyze the linguistic features of 90 proofs from 15 textbooks in advanced undergraduate mathematics. Key findings include that many feminine ways of communication rarely occur in proofs, including hedges, references to emotions, and intensive adverbs. Some masculine ways of communication, including the use of directives, are common in undergraduate proofs. Implications of this research are discussed.