Abstract
<jats:p>This study examines gender representation in reform-aligned middle school mathematics textbooks used in Türkiye. Using document analysis, it investigates textual and visual items in terms of distribution, gender dominance, roles, and representations of the stereotype that girls cannot do mathematics. The Gender Parity Index employed to identify masculine bias, parity, or feminine bias. Findings show that overall representation was mostly within the parity range, especially in visuals, while textual items showed a stronger male-centered tendency. Male-dominant representations were more frequent than female-dominant ones across grade levels. Explicit support for the stereotype was limited, and counter-stereotypical portrayals outnumbered stereotype-supporting ones among non-neutral items; however, most items were neutral. Social roles showed clearer inequality, largely reflecting gender stereotypes in the Turkish context. The findings suggest that numerical parity alone does not ensure representational equity, as authority, prominence, and social roles still favor male characters.</jats:p>