Girls are once again falling behind in mathematics, widening a gender gap that had previously been declining. This trend is evident across many education systems, where boys increasingly outperform girls, especially by the end of primary school. (1) ________, they are more likely to be among lower performers and less likely to reach top achievement levels in mathematics.

The resulting disparity, stemming from gender stereotypes and insufficient support, (2) ________. Such influences, shaped by teacher expectations and learning experiences rather than innate ability, often lead girls to show lower confidence in mathematics compared to their male peers.

As a result, rather than moving forward with confidence, (3) ________. The reduced self-belief directly affects their engagement in mathematical activities. Consequently, they often shy away from challenging tasks (4) ________. Over time, the loss of confidence weakens both technical skills and future ambitions, with achievement gaps becoming increasingly apparent.

Since mathematics is essential for learning and key to accessing STEM careers where women make up only 36% of graduates, the existing divide has serious long-term implications. (5) ________. Specifically, education systems must prioritize gender-transformative pedagogy in teacher training to address emerging underachievement from the earliest years. By tracking progress through disaggregated data and tackling community stereotypes, we can create a lasting environment where girls truly thrive.
(Adapted from https://www.unesco.org/en/articles)