An Alternative Approach for Measuring Gender Differences in Mathematical Sub-Competencies

TSG 52: Empirical methods and methodologies

Abstract

This paper presents a new perspective on measuring gender differences in the large-scale assessment study TIMSS. In contrast to existing approaches, the new one focusses on interactions between the students’ mastery of mathematical sub-competencies. The new results may help to better understand the sources of differences and may thus lead to more targeted remedial actions.