Mathematics, as it is currently and widely taught, is not equally accessible to girls and boys and this appears to relate to preferences of pedagogy. Boaler contends that the traditional way that mathematics is taught enhances boys learning experiences in mathematics and hinders those of girls. She argues that a progressive pedagogy in mathematics teaching might enhance the learning experiences for girls and thereby increase their participation rates, achievement, and enjoyment in mathematics. Applying feminist pedagogy, a type of progressive and/or liberatory pedagogy, to the teaching and learning of mathematics is a relatively new idea with little supporting research.