Early Math Instruction May Favor Boys, Study Finds

The Troubling Truth

A groundbreaking study tracking over 2.5 million French schoolchildren just confirmed a surprising—and urgent—finding:

Girls and boys begin first grade with equal math skills. But just four months into instruction, boys begin to pull ahead—and the gap only widens from there.

This math gap isn’t about biology. It’s about what happens inside classrooms.

Timeline of the Math Gender Gap

So what changed?
Not the kids. The instruction.

The Pandemic Proof

During COVID lockdowns, formal instruction paused—and the gender gap in math shrank.
Coincidence? Researchers say no.

When less structured schooling took place, the gap narrowed. Once traditional instruction resumed, it reappeared. This strongly suggests that something in the way we teach math—rather than something innate—is driving the divide.

What's Causing the Gap?

Researchers and psychologists point to a perfect storm of classroom dynamics.

Teacher Bias

Teachers often rate girls’ math ability lower than boys’, even when achievement is the same. Boys may be called on more often, offered more detailed feedback, or assumed to be naturally better at math. These small differences in attention and expectation snowball over time—particularly disadvantaging high-achieving girls.

Stereotypes in the Air

Even in 2025, children internalize the belief that “math is for boys.” Girls begin to underrate their abilities, take fewer risks, and withdraw from challenge—just when confidence-building is most crucial.

Instructional Style

Early math instruction often emphasizes speed and rote memorization. These methods may unintentionally favor traits more common in boys at this age. In contrast, active and exploratory approaches—where students collaborate, explain their thinking, and solve open-ended problems—have been shown to improve girls’ performance without harming boys’ outcomes.

What Parents and Educators Can Do

For Parents

• Monitor early math progress—gaps can appear faster than expected
• Praise effort and strategy, not just “natural ability”
• Introduce girls to female STEM role models, especially those who overcame self-doubt

For Teachers

• Incorporate hands-on, cooperative learning activities
• Be intentional about participation patterns and who receives feedback
• Offer performance-based feedback rather than labels like “smart” or “gifted”

For Schools and Policymakers

• Redesign early math curriculum to reflect inclusive, research-backed practices
• Provide training to help educators recognize and interrupt implicit bias
• Fund randomized trials to test and improve classroom strategies that promote equity

Why This Matters for Gifted Education

In gifted and talented (GT) programs, early assessments often determine who gets advanced opportunities—and who doesn’t.

If the gender gap emerges after just four months of school, how many gifted girls are being overlooked before testing even begins?

We must not confuse early instructional bias with actual ability.
What looks like "giftedness" may sometimes be exposure.
What looks like "underperformance" may actually be systemic neglect.

Dispatch Takeaways

Parents Are Asking...

“If my daughter loved numbers in kindergarten… why is she saying ‘I’m just not a math person’ in second grade?”

Perhaps this is why. And this is where we fix it—together.

At GiftedTalented.com, we’re committed to helping every child thrive—not just the ones who fit the mold.