edit:
http://www.pnas.org/content/106/22/8801.full
Two recent studies directly address the question of whether greater male variability in mathematics is a ubiquitous phenomenon. Machin and Pekkarinen (19) reported that the M:F VR in mathematics was significantly >1.00 at the P < 0.05 level among 15-year-old students in 34 of 40 countries participating in the 2003 PISA and among 13-year-old students in 33 of 50 countries participating in the 2003 Trends in International Mathematics and Science Study (TIMSS). However, these data also indicated that the math VR was significantly less than or insignificantly different from 1.00 for some of the countries that participated in these assessments (e.g., Table 2), a finding inconsistent with the Greater Male Variability Hypothesis.
...
Similarly, Penner's cross-nation analysis of the 1995 TIMSS data (20) showed that the proportion of girls scoring above the 95th percentile positively and significantly correlated with several measures of female equality and status, including equity in educational opportunities and representation in the labor force and political offices.
Best I could find in 5 minutes
Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective
Camilla Persson Benbow and Julian C. Stanley
The Johns Hopkins University
Between 1972 and 1974 the Study of Mathematically Precocious Youth (SMPY) identified over 2,000 7th and 8th graders who scored as well as a national sample of 11th and 12th grade females on the College Board’s Scholastic Aptitude Test (SAT) Mathematics or Verbal tests. A substantial sex difference in mathematical reasoning ability was found (Benbow & Stanley, 1980b, 1981). The consequences and development of this sex difference over the following 5 years were investigated longitudinally. Over 91 percent (1,996 out of 2,188 SMPY students) participated. This study established that the sex difference persisted over several years and was related to subsequent sex differences in mathematics achievement. The sex difference in mathematics did not reflect differential mathematics course taking. The abilities of males developed more rapidly than those of females. Sex differences favoring males were found in participation in mathematics, performance on the SAT-M, and taking of and performance on mathematics achievement and Advanced Placement Program examinations. SMPY females received better grades in their mathematics courses than SMPY males did. Few significant sex differences were found in attitudes toward mathematics.
Here's a visualisation (I think) of the male/female ratios of various IQs you'd expect given the different variances
http://zachaysan.tumblr.com/post/452277906/intelligence-quot...