The male advantage in geometry, broad mathematics, and computation increases across grades, reaching approximately d = 0.541, d = 0.255, and d = 0.207 by the end of secondary schooling, but grade slopes are flat for advanced mathematics, basic numeracy, and national tests¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q4
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The Type of content × Grade interaction significantly improved model fit, with grade a significant positive predictor for broad mathematics (B = 0.015, p < .001), computation (B = 0.014, p = .018), and geometry (B = 0.048, p = .003), but not for advanced mathematics, basic numeracy, or national tests. → Sara Caviola 2026 q4 i? A male advantage in geometry, broad mathematics, and computation emerges around fifth grade and increases through late adolescence, with estimated values of approximately d = 0.541 (Geometry), d = 0.255 (Broad mathematics), and d = 0.207 (Computation) by the end of secondary schooling. → Sara Caviola 2026 (2)

Evidence¶

Sara Caviola 2026¶

Sara Caviola, David Giofrè, Enrico Toffalini, Lorenzo Esposito, Irene Tonizzi, David C. Geary. (2026). Sex Differences in Mathematics: A Meta-analytic Review Across Content, Grades, and Geographic Regions. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10125-8

q4 · i? · quant-synthesis · r2

Meta-regression testing the Type of content × Grade interaction on the moderator dataset; model fit improved significantly (χ²(5) = 13.02, p = .023), indicating domain-specific grade slopes. The article reports the per-domain grade coefficients in the quote.

"Grade was a significant positive predictor for Broad mathematics ( B = 0.015, p < .001), Computation (B = 0.014, p = .018), and Geometry (B = 0.048, p = .003), but not for Advanced mathematics, Basic numeracy, or National tests."

Sara Caviola 2026 (2)¶

Sara Caviola, David Giofrè, Enrico Toffalini, Lorenzo Esposito, Irene Tonizzi, David C. Geary. (2026). Sex Differences in Mathematics: A Meta-analytic Review Across Content, Grades, and Geographic Regions. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10125-8

q4 · i? · quant-synthesis · r2

Estimated marginal means from the Type of content × Grade interaction model, depicted in Fig. 4, showing domain-specific grade trajectories of the male advantage. The article reports the end-of-secondary-schooling estimates in the quote.

"a male advantage in Geometry, Broad mathematics, and Computation emerges around fifth grade and increases through late adolescence, with estimated values of approximately d = 0.541 (Geometry), d = 0.255 (Broad mathematics), and d = 0.207 (Computation) by the end of secondary schooling."

Discussion¶

Related Claims¶

• Sex differences in mathematics vary by content domain, with male advantages for geometry (d = 0.218), broad mathematics (d = 0.145), computation (d = 0.089), and national tests (d = 0.068), but near-zero differences for advanced mathematics and basic numeracy — related
• Basic conclusions about male-female achievement gaps and changes in gaps as students progress through school may change when models account for test effort — related