This report outlines sex differences in mathematics outcomes in primary and secondary school education. It looks into spatial competency, non-cognitive contributors and in-class attentive behaviour on these sex differences. The implications and interventions are examined, including Science, Technology, Engineering and Mathematics (STEM) policies for the future. 

Misunderstanding of the reasons for sex differences in maths – the specific types, size and their extent – needs to be understood if there is to be worthwhile policy outcomes.

Key findings

• There are about three times more men than women in STEM fields.
• For the typical student population, the average sex difference in mathematics performance is small and of minimal practical significance.
• Boys and men are more variable in their mathematics performance which results in more of them at the low and high ends of performance.
• Areas in which boys and men have advantages appear to be in large part related to the sex differences in spatial competencies.
• Improvement in national STEM capacity in mathematics-intensive fields will require identifying students who excel on traits that predict long-term success in these fields.