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

TSG 52: Empirical methods and methodologies


  • Ann Cathrice George Institute for Educational Research, Innovation and Development of the Austrian School System (BIFIE). Salzburg, Austria
  • Alexander Robitzsch Leibniz Institute for Science and Mathematics Education (IPN), Centre for International Student Assessment, Kiel, Germany


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.