Theories of gender and race in mathematics education predominately remain unchanged in recent years (Damarin, 2008; Parks & Schmeichel, 2012), with feminism not always seen as relevant to mathematics education. New theories and methodologies related to gender create possibilities to reinvigorate gender research in mathematics education and offer opportunities for students at the margins to be seen and read as mathematically powerful. In this paper, I propose feminist poststructural discourse analysis as an alternative methodology in mathematics education to study gender and racial (in)equity in mathematics classrooms. I describe the theoretical underpinnings of the methodology (i.e., feminist poststructural theory), three main projects of discourse analysis within a feminist poststructural paradigm, and introduce Baxter's (2003) feminist poststructural discourse analysis (FPDA) methodology. Through one conceptualization of feminist poststructural discourse analysis study in a seventh grade mathematics classroom in the United States, I exemplify an analysis using Baxter’s denotative and connotative textual analysis methods and argue the productive possibilities of FPDA research.

近年来，数学教育中的性别和种族理论主要保持不变（Damarin，2008； Parks＆Schmeichel，2012），女权主义并不总是被视为与数学教育相关。与性别有关的新理论和方法论为振兴数学教育中的性别研究创造了可能性，并为处于边缘的学生提供了被视为和数学上强大的机会。在本文中，我提出了女权主义的后结构话语分析，作为数学教育中研究性别和性别（种族）平等的数学方法的另一种方法。我描述了该方法论的理论基础（即女权主义后结构理论），女权主义后结构范式中话语分析的三个主要项目，并介绍了巴克斯特 s（2003）女权主义的后结构话语分析（FPDA）方法论。通过对美国七年级数学课堂上女权主义后结构话语分析研究的一种概念化，我举例说明了使用百特的符号性和内涵性文本分析方法进行的分析，并论证了FPDA研究的生产可能性。