The discussion on gender has been broadened in the last few years, with the demand for equity now as a central goal of the debate. In this context two main theoretical approaches, which are nowadays significantly influencing the discussion on gender in mathematics education, have been developed and will be introduced. Embedded in the theoretical debate between these two theoretical approaches are methodological reflections, which emphasize that ethnographical methods are especially appropriate for researching the social construction of gender. [For complete proceedings, see ED500857.]