This defense of the authors' previous report states that there is a large sex difference in mathematical reasoning ability among intellectually talented preadolescents. The authors concluded differential course taking could not account for observed sex differences among intellectually gifted students, although this may affect average ability…

Results of seventh-grade students taking Scholastic Aptitude Test indicate that, by age 13, a large sex difference in mathematical reasoning ability exists; among students scoring greater than 700, boys outnumbered girls 13 to 1. Hypothesized factors thought to influence the difference (such as course taking, attitudes) were not supported by data…

Curriculum must be adapted to match the ability and developmental stages of the academically gifted. The Study of Mathematically Precocious Youth at Johns Hopkins University determined that curriculum flexibility, not change, is the best approach. (JOW)

The Study of Mathematically Precocious Youth found large and consistent sex differences in mathematical reasoning ability favoring boys, as reported by Benbow and Stanley (1980, 1981). This investigation studied the development and consequences during junior and senior high school of the sex differences found in seventh grade. (Author/PN)

Presents recommendations based on 13 years of work by the Study of Mathematically Precocious Youth. Holds that mathematically talented students are essential to our country's scientific and technological progress and that their abilities must be cultivated to a far greater extent than is permitted by current educational programs. (Author/GC)

Substantial sex differences in mathematical reasoning ability in favor of males was apparently found by this study. The data was collected in an investigation of intellectually gifted junior high school pupils who took the Scholastic Aptitude Test. (MP)