The purpose of this study was to review the research on sex-related differences in mathematics achievement to determine the extent of the inequalities and the factors which cause them. The first section concentrates on differences in mathematics achievement between males and females. The second section describes the sex differences in mathematics course enrollment and the factors identified by males and females which predict course enrollment. The third section discusses student attitudes, teacher-student interactions, and parent attitudes. The annotations within each category are arranged chronologically. Recommendations include: (1) Teachers at all levels should eliminate sex bias; (2) Educators and parents should encourage all students to continue in mathematics; (3) Research be should conducted on sex differences of math-related activities which occur outside school and their relationship to math achievement; (4) Educators and parents should help students develop confidence in their ability to do mathematics; (5) Educators should demonstrate to students the usefulness of math in their lives; (6) Research should be conducted on learning when the frequency of certain mathematics activities is manipulated; (7) Research should be directed toward the teaching of spatial visualization; (8) Teachers should help students overcome sex stereotyping of mathematics; and (9) Teachers and parents should cooperate to increase supportive conditions and encourage perseverance. (PK)