Global Math Gender Gap Widens: Girls Lose Ground in Latest TIMSS Report

A new international study reveals a troubling reversal in math education: girls are falling further behind boys in math achievement, erasing years of progress toward gender equity. Based on data from the Trends in International Mathematics and Science Study (TIMSS), the report shows that the pandemic may have exacerbated existing disparities, particularly affecting girls' learning and confidence. Below, we explore key findings and implications.

1. What is the TIMSS study and how does it measure math achievement?

The Trends in International Mathematics and Science Study (TIMSS) is a global assessment conducted every four years by the International Association for the Evaluation of Educational Achievement (IEA) in partnership with UNESCO. It measures math and science performance among fourth-grade and eighth-grade students across dozens of countries and territories. The study provides a benchmark for comparing student achievement internationally and tracking changes over time. In the latest cycle, data was collected after the onset of the COVID-19 pandemic, making it the first post-pandemic snapshot of global math skills.

2. What did the latest TIMSS data reveal about gender gaps in math?

The findings are stark: in 2023, fourth-grade boys outperformed girls in the vast majority of participating schools, widening the gender gap that existed before the pandemic. Among eighth-graders, the rate at which boys scored higher than girls increased exponentially since 2019. Notably, 85 percent of countries showed a gender gap favoring boys among top-performing fourth-graders. For eighth-grade advanced achievers, slightly over half of regions skewed toward boys, while none favored girls in either grade. Additionally, the share of regions where a higher proportion of girls fail to reach basic math proficiency is rising.

3. How does this trend compare to pre-pandemic progress in math equity?

Before the pandemic, global data indicated that girls were gradually catching up to boys in math achievement, narrowing the gender gap over more than a decade. According to Matthias Eck, a program specialist at UNESCO, earlier assessments showed promising signs of equity. However, the latest TIMSS results reverse this progress, with the gap widening again—this time to the detriment of girls. The pandemic appears to have disrupted the positive trajectory, particularly affecting girls from vulnerable groups.

4. What factors might explain the widening math gap for girls?

Researchers hypothesize that prolonged school closures during the pandemic played a major role. Eck suggests that disruptions reduced learning opportunities for girls, especially those already at risk of low achievement. Factors may include loss of confidence due to extended time away from the classroom, increased household responsibilities, and limited access to remote learning resources. While these are hypotheses, the correlation between longer closures and higher learning loss in math supports this view. The data also shows variation by country, indicating that context matters.

5. Are there any positive signs or areas where the gap is shrinking?

While the overall picture is concerning, there is a nuanced finding: among eighth-graders, the gender gap in underperformance is actually shrinking in some regions. However, this is offset by a spike in the proportion of countries where girls have a higher failure rate. In other words, while average performance gaps may narrow, a larger share of regions now see more girls than boys falling below basic proficiency. This suggests that progress is uneven and that many girls are being left behind, especially at the lowest achievement levels.

6. What are the implications for girls' confidence and future learning?

Beyond the numbers, the report raises concerns about girls' self-confidence in math. Being out of school for extended periods can erode academic confidence, which in turn affects future engagement and performance. Eck notes that lower confidence may lead to a cycle of underachievement, particularly if girls internalize the idea that math is not for them. This is critical because math skills are foundational for many STEM careers; a widening gap could perpetuate gender disparities in these fields. Policymakers and educators must address not only academic gaps but also the emotional and social factors that influence learning.

7. What can be done to reverse this trend and support girls in math?

Targeted interventions are needed. Schools should prioritize catch-up programs for girls who lost learning during the pandemic, focusing on foundational math skills. Creating supportive learning environments that build confidence and challenge stereotypes is essential. Teachers can use inclusive teaching strategies and role models to show girls that math is for everyone. On a policy level, ensuring equal access to technology and reducing the burden of household chores on girls' study time can help. International cooperation, like the work of UNESCO and IEA, can track progress and share effective practices to ensure that the gains made before the pandemic are not permanently lost.