This paper contrasts public discussions about the educational troubles of boys and girls to consider what a gender equitable mathematics education might look like. Both public discussions and mathematics education research typically do not carefully define or theorize gender, tend to essentialize gender, and have narrow or unclear definitions of equity. In contrast, I discuss an approach to theorizing gender that draws from queer and feminist thought. I highlight the presence of genderism in mathematical content and pedagogy, and suggest some future directions for gender equitable research related to mathematics education.