Sex Differences in Mathematics: A Meta-analytic Review Across Content, Grades, and Geographic Regions

The current meta-analysis of sex differences in mathematics builds upon the foundation laid by two large-scale analyses conducted years ago (e.g., Lindberg et al., 2010; Else-Quest et al., 2010). This meta-analysis provides a needed update and draws on a novel mix of studies, from experimental research to large-scale assessments, while offering a more detailed, current mapping of where, when, and in which mathematical domains sex differences emerge and change across grades. The review covers 2010 to 2022, and focuses on how sex differences in mathematics vary across grade level, mathematical content (e.g., arithmetic, geometry), geographic region, and national levels of gender equality. Using PRISMA guidelines, we synthesized 440 studies with 1,210 effect sizes, encompassing over 15 million participants. Random-effects multilevel models revealed a small but significant overall male advantage (d = 0.08), with stronger effects emerging in later grades for geometry (d = 0.54) and broad mathematics (d = 0.26). These differences were more pronounced in countries with higher gender equality, as measured by indices such as the Global Gender Gap Index, and in regions such as Northern America, Europe and Central and South America. Results indicate that sex differences in mathematics are content- and grade-specific, with a growing male advantage in later grades, especially in spatially intensive content areas like geometry. Overall, the findings support the role of both biological and socio-cultural factors in shaping sex differences in mathematics and underscore the importance of targeted interventions to address these gaps in mathematical education. This study provides a comprehensive and contemporary picture of sex differences in mathematics across grades and content domains by updating prior research through an analysis that covers over 15 million students across 440 studies published since 2010. This meta-analytic review shows a small overall male advantage in mathematics. The gap, however, becomes more pronounced in later grades, especially in mathematics domains with a strong spatial component such as geometry. The meta-analytic results suggest that the gap might be narrowed with the development of interventions that explicitly incorporate the use of spatial strategies into instruction in some mathematics areas.