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Research has identified a gender gap in the mathematical attainment of post-primary students around the world, favouring male students. In Ireland, following a review of the outcomes of a high-stakes examination taken by students at the end of post-primary schooling over an 18- year period, a similar such gap has been identified here and is widening. Data are presented to show that this gender gap widened with the introduction of a revised post-primary mathematics curriculum, colloquially knowndoi:10.5281/zenodo.3580973 fatcat:zajw32dixrfitphhhczrcbol2y