Abstract
Data from two national surveys were analyzed to determine the extent of sex differences in mathematics achievement and participation and the effect of participation and spatial visualization ability on achievement. Results from the National Assessment of Educational Progress second mathematics assessment and the Women in Mathematics survey are reported for 13-year-olds, 17-year-olds, and high school seniors. Results indicate that (a) sex differences in participation favoring males exist for some higher level mathematics courses, (b) by the end of high school males outperform females on mathematical applications, and (c) sex differences in achievement on mathematical applications persist even when mathematics participation is controlled.
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