The Troubling Reversal: 10 Facts About the Growing Gender Gap in Math Worldwide

For years, educators and policymakers celebrated steady progress toward gender equity in mathematics. Girls were catching up, and in some cases, even outperforming boys in certain regions. But the latest global data tells a starkly different story. A comprehensive analysis of the Trends in International Mathematics and Science Study (TIMSS), conducted by the International Association for the Evaluation of Educational Achievement in partnership with UNESCO, reveals that the gender gap in math achievement is widening again—and the losses are most pronounced among girls. Drawing on data from fourth- and eighth-grade students across dozens of countries, the report highlights a troubling reversal that began during the pandemic. Below are 10 critical facts you need to understand this alarming shift.

1. Fourth-Grade Boys Now Lead in Nearly Every Country

In 2023, fourth-grade boys outperformed girls in the vast majority of participating countries, reversing a decade-long trend of narrowing gaps. Before the pandemic, many nations reported near-parity in math scores at this grade level. The current data shows that 85% of countries have a performance gap favoring boys among top achievers. While some variation exists, the pattern is consistent: girls are losing ground at an early age. Researchers link this to pandemic-related disruptions, which disproportionately affected girls' access to structured learning environments. The findings echo earlier U.S. data from the Nation's Report Card, confirming that the issue is global.

2. Eighth-Grade Gap Has Spiked Since 2019

Among eighth-graders, the gender gap in math achievement increased exponentially since 2019. The proportion of countries where boys significantly outperform girls at this level has grown dramatically, erasing gains made over the past 15 years. According to Matthias Eck, a program specialist at UNESCO, this reversal is particularly worrying because older girls had been steadily closing the gap. The pandemic appears to have accelerated existing disparities, especially for girls who were already at risk of low performance. Eck notes that the decline is not uniform across all nations, but the overall trend is unmistakable.

3. No Country Shows a Gap Favoring Girls at Advanced Levels

Examining advanced math achievement—the top tier of performance—the data is unequivocal: not a single country or territory shows a statistically significant gap favoring girls in either fourth or eighth grade. In contrast, about half of countries have a gap favoring boys at the eighth-grade advanced level. This absence of female advantage at the highest echelons is a stark indicator that systemic barriers persist. It suggests that even in nations with strong overall equity policies, the pipeline for advanced math talent is leaking girls at some point, likely due to confidence erosion, stereotype threat, or limited encouragement.

4. Pandemic School Closures Correlate with Widening Gaps

The TIMSS data provides a unique post-pandemic snapshot, and the correlation is clear: countries with longer school closures experienced greater learning loss in math, especially among girls. Eck hypothesizes that extended time away from school reduced learning opportunities and damaged girls' academic confidence. While boys also suffered losses, the impact on girls was more severe, possibly because they were more likely to shoulder household responsibilities or lack supportive study environments. This correlation, while not causal, underscores the need for targeted support when schools reopen after crises.

5. More Girls Are Falling Below Basic Proficiency

Among fourth-graders, the proportion of countries where more girls than boys fail to reach basic math proficiency is on the rise. This is a deepening crisis at the bottom of the achievement scale. The report shows that a growing number of nations have a higher rate of struggling girls compared to struggling boys. This trend is particularly alarming because foundational math skills are critical for future learning and career opportunities. Without intervention, these girls risk being left behind permanently, widening economic and social inequalities later in life.

6. Eighth-Grade Underperformance Gap Is Complex

While the overall gender gap in underperformance among eighth-graders is shrinking slightly, the share of countries where girls have a higher failure rate has spiked. This paradoxical pattern suggests that while some nations have improved equity at the bottom, many others have seen a reversal. The data indicates that the pandemic may have pushed a subset of vulnerable girls past a breaking point. Researchers caution against simplistic interpretations—the global picture is not uniform, but the outliers where girls are struggling more deserve urgent attention.

7. Confidence and Learning Environment Play a Role

Eck and his colleagues advance a hypothesis: prolonged school absence during the pandemic damaged girls' confidence in math. When schools closed, many girls lost the structured, supportive classroom environment that fosters risk-taking and persistence. Re-entering school after months or years away, some may have felt unprepared or anxious, leading to a self-reinforcing cycle of avoidance and underperformance. While this remains a hypothesis, it aligns with research showing that girls' math confidence is more sensitive to disruptions than boys'. Rebuilding confidence must be part of any recovery strategy.

8. The Trend Mirrors U.S. Findings

The international data aligns closely with what U.S. analysts observed when the Nation's Report Card was released last year. In the United States, fourth- and eighth-grade girls also lost ground in math compared to boys post-pandemic. This cross-validation strengthens the argument that the problem is systemic and not limited to specific education systems. The U.S. example suggests that even wealthy nations with robust equity initiatives are not immune. Lessons from successful American programs that narrowed gaps pre-pandemic could inform global efforts, but they need scaling.

9. UNESCO Calls for Targeted Remediation

In response, UNESCO’s Section of Education for Inclusion and Gender Equality is urging governments to implement targeted remediation for girls. Eck emphasizes that the data doesn't just show a gap—it shows a reversal of progress. He recommends that countries review their math curricula, provide trauma-informed support, and invest in teacher training that encourages equitable classroom practices. Simple measures like increasing female math teachers or offering after-school clubs for girls could help. The window to act is narrow; without intervention, the gap may become permanent.

10. The Next TIMSS Data Will Be Crucial

The TIMSS study runs every four years, meaning the next round in 2027 will be the first test of whether post-pandemic recovery efforts are working. Researchers are cautiously hopeful but warn that the current setbacks could take a decade to reverse. The data from 2023 serves as a wake-up call: equity in math education is not guaranteed; it requires continuous vigilance and investment. If the trend continues, it will have profound implications for gender equality in STEM fields, economic empowerment, and global competitiveness. The world cannot afford to let girls fall behind again.

This analysis of the TIMSS data reveals a dismaying reality: the hard-won gains in math equity for girls are slipping away. From widening gaps at both grade levels to the absence of female advantage in advanced achievement, the evidence demands action. The pandemic may have accelerated the trend, but the root causes—confidence, opportunity, and systemic bias—require long-term solutions. As Matthias Eck of UNESCO notes, this is not just about numbers; it's about ensuring that all children, regardless of gender, have the chance to excel in mathematics. The next few years will determine whether we can reverse the slide.