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.

This paper presents the results of a four-year longitudinal study – including two years of preschool (age 4 years), kindergarten, and first grade – designed to identify the early quantitative competencies that predict readiness to learn mathematics at school entry.