Beginning in the early 1970s, systematic documentation in many countries of subtle, yet consistent gender differences in mathematics performance and participation in post compulsory mathematics courses in favor of males served as a catalyst for action. In these settings, new legislation and special interventions were introduced to redress demonstrated achievement disparities in mathematics. An important aim of this panel session is to describe the current situation in countries where gender equity is enshrined in legislation at the political level, and, by drawing on recent research and contemporary data gathering tools, to document whether or not in practice inequities have been removed or continue to exist in countries where concern and action about gender differences in mathematics learning have a long standing history.

There are also a significant number of countries where gender and mathematics learning issues have typically been ignored, are still not well recognized by their governments or valued in their wider research community. To document the situation in those countries and highlight what progress has been made in those settings are also central aims of the panel's presentation.

In brief, the areas covered in this session will reflect the different perspectives and geographic diversity of the panellists. On the one hand, attention will be given to regions where issues about gender and mathematics education are barely on the agenda and relatively little is known outside those countries about the work and research that have been undertaken. As well, the more widely disseminated research findings and common assumptions about gender and mathematics learning, based on research particularly in Western countries, will be revisited and updated.

Each panellist will describe realities, achievements, and outcomes in mathematics education and gender in the area in which she lives and works and of which she has first hand knowledge, refer to examples of dissonance between theory and practice with respect to mathematics education and gender, and highlight what she considers to be the most pressing next step(s) to improve the situation in the context she represents. This will be translated into a realistic and focused research agenda which, if taken up, can move the field forwards.