近年来，女性正以勇气与智慧，不断突破性别刻板印象的束缚，大步迈进那些曾经被公众默认为男性主导的领域，并展现出卓越的才华与非凡的成就。教育领域，尤其是被视为理性思维高地的数学学科，愈来愈多女性正在实现性别边界的跨越，涌现了如吴正宪、刘彭芝等杰出的女性数学教师，她们以卓越的教学艺术与丰厚的教育成果，为数学教育注入新的活力。大量实证研究发现，性别观念在女性的职业选择中扮演着重要角色。基于此，论文聚焦于性别观念这一影响因素，借助扎根理论的定性研究方法对 15 位女性数学师范生及 7 位在职女性数学教师进行半结构式访谈，收集、整理女性在择业道路上的真实经历、内心感受与观念变迁，深入研究性别观念对女性走入数学教师队伍的影响及具体作用机制，并构建了女性数学学科从教意愿影响因素及作用路径模型，通过模型阐释，本研究发现的主要研究结论如下：

（1）父权制家庭对女性从教数学的意愿具有深远影响。积累较高经济资本、文化资本的家庭，会支持女性多元的职业意愿；反之，持有较低经济资本与文化资本的家庭，会牵制女性在数学领域的探索。

（2）教育环境对女性数学学科从教意愿具有导向作用，教育系统中各部分（教师、教材）的性别平等因素在教育的早期就开始影响着女性的择业方向。

（3）社会观念对女性走上数学教师岗位具有双重作用，社会角色期待与角色分工有时是女性成为数学教师的限制因素，而有时则会成为激发女性挑战职业性别隔离的动力。

（4）个体的女性意识觉醒，即对自身性别身份的认知、对性别平等的追求以及对自身能力的自我效能感，是女性最终愿意成为数学教师的关键内驱力。

通过进一步的讨论，本研究认为：成功的女性数学教师榜样，社会支持系统中其他重要他人的支持与情感慰藉和女性自身对数学教师这一职业的浓厚兴趣，会增强女性选择数学教师职业的意愿；女性对数学教师这一职业群体的社会性认知（人际关系、职业形象感知、职业道德）对其选择成为数学教师具有中介调节效应；论文还结合国内外相关理论和案例，进行比较分析和归纳总结，在论文最后为消除数学教育中的性别偏见、促进更广泛领域的性别平等提出了建议。

In recent years, women have been breaking through gender stereotypes with courage and wisdom, striding into fields that were once male-dominated by public default, and displaying outstanding talent and extraordinary achievements. In the field of education, especially in mathematics, which is regarded as the high ground of rational thinking, more and more women are crossing the gender boundary, and outstanding female mathematics teachers such as Wu Zhengxian and Liu Pengzhi have emerged, who have injected new vitality into mathematics education with their excellent teaching art and rich educational achievements. Numerous empirical studies have found that gender role attitude plays an important role in women's career choices.

Based on this, the thesis focuses on gender role attitude as an influencing factor, conducts semi-structured interviews with 15 female mathematics teacher trainees and 7 in-service female mathematics teachers with the help of the qualitative research method of grounded theory, collects and collates women's real experiences, inner feelings and conceptual changes in their career choices, and thoroughly researches the influence of gender role attitude on women's entry into the mathematics teaching force and its specific mechanism, and constructs the female We have constructed a model of factors influencing women's willingness to teach mathematics and their path of action. Through the interpretation of the model, the main conclusions of this study are as follows:

(1) Patriarchal families have a profound influence on women's willingness to teach mathematics. Families that accumulate higher economic and cultural capital will support women's diverse career intentions; conversely, families holding lower economic and cultural capital will hold back women's explorations in the field of mathematics.

(2) The educational environment has a guiding role in women's willingness to teach mathematics, and the gender equality factors in various parts of the educational system (teachers, teaching materials) begin to influence women's career choices early in their education.

(3) Social role attitudes have a dual role in women's desire to take up mathematics teaching positions. Social role expectations and role division are sometimes a limiting factor for women to become mathematics teachers, while at other times they can be a motivating factor for women to challenge the gender segregation of the profession.

(4) Individuals' awakening of female consciousness, i.e., the awareness of their own gender identity, the pursuit of gender equality, and the self-efficacy of their own competence, are the key internal drivers of women's eventual willingness to become

mathematics teachers.

Through further discussion, this study concludes that: successful female mathematics teacher role models, the support and emotional comfort of other significant others in the social support system and women's own strong interest in mathematics teaching as a career enhance women's willingness to choose a career as a mathematics teacher; women's perceptions of the social nature of the professional group of mathematics teachers (interpersonal relationships, perceived professional image, and ethics) have a mediating moderating effect on their choice of becoming a mathematics teacher has a mediating moderating effect;

The thesis also combines relevant theories and cases from home and abroad, conducts comparative analyses and summaries, and concludes with recommendations for eliminating gender bias in mathematics education and promoting gender equality in a wider range of fields.