An Alternative Approach for Measuring Gender Differences in Mathematical Sub-Competencies
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An Alternative Approach for Measuring Gender Differences in Mathematical Sub-Competencies: TSG 52: Empirical methods and methodologies

Presentations
Veröffentlicht 2017-03-08
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
George; Robitzsch (English)

Zitationsvorschlag

George, A. C., & Robitzsch, A. (2017). An Alternative Approach for Measuring Gender Differences in Mathematical Sub-Competencies: TSG 52: Empirical methods and methodologies. R&E-SOURCE. Abgerufen von https://journal.ph-noe.ac.at/index.php/resource/article/view/408
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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.

George; Robitzsch (English)