The sustainable development goals emphasise that gender equality within education is animportant problem. Furthermore, gender equality is more than just equal access for boys andgirls, it is important to look at what happens within the classroom. Thus, the aim of this studyis to explore gender within the mathematics classroom in Indonesia. More specifically, toexplore how gender is constructed and to get the pupils’ perspective on gender equality. Theresearch questions examined are:How is gender constructed in Indonesian mathematics classrooms?How do Indonesian pupils experience gender equality within the mathematics classrooms?To answer our research questions, we observed four mathematics classrooms in an Islamicprimary school in Indonesia. Furthermore, we handed out surveys to the pupils in order to gettheir perspective on gender equality. As a foundation for the analysis of these questions, weused the queer theory complemented with an interactionist view. According to the queertheory, gender is something that is constructed and all too often a dichotomy is used whendiscussing equality between the sexes. Thus, the intention of this study is to explore genderequality within mathematics by looking beyond this dichotomy.The results show that gender is being constructed both direct and indirect by the participantsin the mathematics classrooms. Both teachers and pupils act and behave in a way thatreinforces gender stereotypes. Although, when asked, the pupils thought that the teacherstreated the sexes equally and that the mathematics classroom was gender equal. Furthermore,the pupils agree that the girls are best in mathematics. However, girls tended to have lowerself-esteem than boys since they underestimated their knowledge to a greater extent.