The proportion of women gaining qualifications within the educational systems of many countries has been increasing but the disciplines within which these qualifications are obtained, and ultimately of the career tracks to which such qualifications extend, continue to be sex-biased. This volume provides a start in the identification of biasing trends, tendencies, and routines that are unnecessarily replicated as well as those corrective procedures and practices that appear to be unknowingly contradicted, thereby drawing attention to the complexity of the issues pertinent to providing equal opportunities in mathematics education. Part 1, Gender and Classroom Practice, reflects the considerable amount of work that has been done or is currently in progress on the setting within which mathematics education is encountered and its effects on those who are attempting to learn the discipline. Part 2, Gender and the Curriculum, confronts the issue of the nature of the curriculum that is comprised not only of the content of mathematics, or the syllabus, but also the interpretation of that syllabus through the materials and resources used as well as the pedagogical style invoked to define the learning experiences. Part 3, Gender and Achievement, offers an overview of sex differences relative to aspects of mathematics achievement of students in the final year of secondary school in 15 countries with data derived from the Second International Mathematics Study. Part 4, Women's Presence, gathers together and examines differing approaches concerning the presence, the encouragement, the interest, and the retention of women within the mathematical and scientific disciplines. (JJK)