Traditional models of gender equity incorporating deficit frameworks and creating norms based on male experiences have been challenged by models emphasizing the social construction of gender and positing that women may come to know things in different ways from men. This paper draws on the latter form of feminist theory while treating gender equity in mathematics as intimately interconnected with equity issues by social class and ethnicity. I integrate feminist and social justice literature in mathematics education and argue that to secure a transformative, sustainable impact on equity, we must treat mathematics as an integral component of a larger system producing educated citizens. I argue the need for a mathematics education with tri-fold support for mathematical literacy, critical literacy, and community literacy. Respectively, emphases are on mathematics, social critique, and community relations and actions. Currently, the integration of these three literacies is extremely limited in mathematics.
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