Addressing causes of gendered students’ mathematics performance in Tanzanian secondary schools

The quest to address gender disparities and the promotion of equal access to quality education is the central desire for Sustainable Development Goals 4 and 5. Different governments including Tanzania have invested resources to realize the set milestone by 2030. While achievements have been registered concerning equal access to quality education, gender gaps in students’ mathematics performance have remained a significant barrier. This Policy Brief highlights the causes of gendered students’ perceptions and performance in Mathematics and how they could be addressed. It further shows that addressing gender discrepancies in Mathematics reduces subsequent gaps in mathematics-related career opportunities.