Focusing on Interactions between Content and Cognition: A New Perspective on Gender Differences in Mathematical Sub-Competencies

Autor/inn/en	George, Ann Cathrice; Robitzsch, Alexander
Titel	Focusing on Interactions between Content and Cognition: A New Perspective on Gender Differences in Mathematical Sub-Competencies
Quelle	In: Applied Measurement in Education, 31 (2018) 1, S.79-97 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2017.1391260
Schlagwörter	Achievement Tests; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; International Assessment; Foreign Countries; Gender Differences; Competence; Interaction; Mathematics Skills; Mathematical Concepts; Grade 4; Test Items; Models; Statistical Analysis; Evaluation Methods; Cross Cultural Studies; Cultural Differences; Germany; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Geschlechterkonflikt; Kompetenz; Interaktion; Mathematics ability; School year 04; 4. Schuljahr; Schuljahr 04; Test content; Testaufgabe; Analogiemodell; Statistische Analyse; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Deutschland
Abstract	This article presents a new perspective on measuring gender differences in the large-scale assessment study Trends in International Science Study (TIMSS). The suggested empirical model is directly based on the theoretical competence model of the domain mathematics and thus includes the interaction between content and cognitive sub-competencies. The more detailed results may contribute to a better understanding of the sources for gender differences in mathematics and may consequently lead to more targeted remedial actions. The study supports the new model in showing that for 40 of the 50 countries participating in TIMSS 2011 the (usually not reported) interaction effect between the content and the cognitive sub-competencies is significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01