• Ann Cathrice George
  • Alexander Robitzsch
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.
OriginalspracheEnglisch
ZeitschriftR&E Source: Open Online Journal for Research and Education
Seiten (von - bis)1-7
Seitenumfang7
ISSN2313-1640
PublikationsstatusVeröffentlicht - 2017

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ID: 855697