Paper Title
EXPLORING OF THE CONTENT KNOWLEDGE OF MATHEMATICS EDUCATION INDONESIAN STUDENTS BASED ON GENDER DIFFERENCES

Abstract
This study explores gender differences in the content knowledge of mathematics education students through a qualitative descriptive research approach. It aims to comprehensively understand how male and female students perform across various mathematical domains: algebra, geometry, calculus, trigonometry, and statistics. Two participants, one male and one female, enrolled in a mathematics education program, and underwent interview-based content knowledge tests featuring five essay questions, each targeting a specific mathematical area.The findings revealed distinct performance patterns between the participants. The male participant demonstrated strengths in calculus, trigonometry, and statistics, showcasing strong logical reasoning skills. However, he faced challenges in algebra and geometry, with his content knowledge in these areas categorized as insufficient despite coherent arguments. In contrast, the female participant consistently exhibited strong content knowledge across all domains. Her responses were marked by logical coherence and a robust understanding of mathematical concepts, suggesting an ability to articulate and reason through complex problems effectively.These results underline the presence of gender differences in mathematics education, emphasizing the importance of tailored educational approaches. Addressing specific weaknesses while leveraging individual strengths is crucial for supporting all students in achieving their mathematical potential. Further research into underlying factors contributing to these differences, including societal attitudes and classroom dynamics, can inform equitable educational practices and promote inclusivity in mathematics education. Keywords - Content Knowledge, Mathematics Education Student, Gender Differences.