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.
Original languageEnglish
JournalR&E Source: Open Online Journal for Research and Education
Pages (from-to)1-7
Number of pages7
Publication statusPublished - 2017
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToJournal

    Research areas

  • Mathematical sub-competencies, Large-Scale Study TIMSS, Alternative Measuring Approach, Cognitive Diagnosis Models

ID: 855697