The launch of Sputnik by the Soviet Union in 1957 initiated a series of reform movements in mathematics education. These reform movements provide a framework from which to chronicle the development of interest into gender differences in mathematics learning. The paper examines these issues and is presented in six sections. The first section discusses the Sputnik crisis and the perceived shortage of people in scientific and technological fields that led to the reform movement referred to as the "new" or "modern" mathematics. The second section presents the changes in mathematics pedagogy that occurred during the 1960s and into the 1970s. Relevant topics during this time period were the changing demographics in the United States, ability grouping, and individualized instruction. The third section discusses the development of the relationship between technology and mathematics education and the recognition of the potential of computer use in the classroom. The fourth section discusses the relationship between mathematics and gender that grew as educators began to focus on meeting individual needs of students and as the Women's Liberation Movement gained force. Research related to gender differences in mathematics education is presented. The fifth section raises questions about the mathematics education research in the field and the ability to identify which gender differences do in fact exist. The final section summarizes the findings and proposes that the research seeking to determine the origin of gender differences may contribute to the beliefs that differences do exist. (Contains over 50 references.) (MDH)