DescriptionPopular research on mathematics performance differences often lead researchers to produce student-focused, social, and biological based theories that attempt to address these differences. This paper analyzes the contributions of classroom atmospheres to the "gender problem" in mathematics and proposes potential approaches to addressing this matter in mathematics education. The study begins with a discussion of crucial related issues, such as the extent and impact of the mathematics-science overlap and the roots of mathematical inquiry. This is followed by the introduction of a new, flexible, inclusive mathematics, which integrates these critical issues with the paper's guiding questions and calls upon the pedagogical theories of Paulo Freire, feminist standpoint theory, and poststructuralist approaches. Next, specific ideas and methods for the implementation of the proposed pedagogy are provided, as well as a discussion of potential counterarguments and resistance to its implementation in classrooms. Finally, the paper concludes with the implications of this shift, which include, but are not limited to, the possibility of breaking down entrenched gender stereotypes and boundaries.