Gender differences in the mathematics achievements of German primary school students: Results from a German large-scale study

ZDM - International Journal on Mathematics Education

Volumn 40, Issue 4, 2008, Pages 601-616

  Winkelmann, Henrik ^a   van den Heuvel Panhuizen, Marja ^a,b   Robitzsch, Alexander ^a  

^a HUMBOLDT UNIVERSITY   (Germany)

^b UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Differential item functioning; Gender; Large scale; Mathematical competency; Primary school

Indexed keywords

EID: 78751617296     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-008-0124-x     Document Type: Article

References (54)

1. Adams, R. J. (2005). Reliability as a measurement design effect. Studies in Educational Evaluation, 31, 162-172.
2. Baker, F. (2001). The basics of item response theory. University of Maryland, College Park, MD: ERIC Clearinghouse on Assessment and Evaluation.
3. Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
4. Bos, W., Lankes, E. M., Prenzel, M., Schwippert, K., Walther, G., & Valtin, R. (Eds.). (2003). Erste Ergebnisse aus IGLU. Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen. Vergleich, Münster: Waxmann.
5. Bos, W., Hornberg, S., Arnold, K. H., Faust, G., Fried, L., Lankes, E-M., Schwippert, K., & Valtin, R. (Eds.). (2007). IGLU 2006. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen. Vergleich, Münster: Waxmann.
6. Burba, D. (2006). Leistungen von Mädchen und Jungen bei PISA 2003-bedeutsame Unterschiede? Doctoral dissertation, Christian-Albrechts-Universität zu Kiel.
7. Burton, L. (1995). Moving Towards a feminist Epistemology of Mathematics. Educational Studies in Mathematics, 28, 275-291.
8. Byrnes, J. P. (2006). Gender differences in math-cognitive processes in an expanded framework. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics. an integrative psychological approach. Cambridge: Cambridge University Press.
9. Byrnes, J. P., & Takahira, S. (1993). Explaining gender differences on SAT-math items. Developmental Psychology, 29, 805-810.
10. Carpenter, J. R., Goldstein, H., & Rasbash, J. (2003). A novel bootstrap procedure for assessing the relationship between class size and achievement. Journal of the Royal Statistical Society: Series C (Applied Statistics), 52(4), 431-443.
11. Casey, M. B., Nuttall, R. L., & Pezaris, R. (1999). Evidence in support of a model that predicts how biological and environmental factors interact to influence spatial skills. Developmental Psychology, 35, 1237-1247.
12. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
13. Davis, L., Clarke, D., & Van den Heuvel-Panhuizen (2005). How unusual is the gender specificity of mathematical test item types reported for dutch primary school students. In Ph. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Piece & A. Roche (Eds.), Building connections: research, theory and practice. Proceedings of the annual conference held at RMIT, Vol. 1, (pp. 281-288) Melbourne, Australia.
14. Fox, J. (1997). Applied regression analysis, linear models, and related methods. Newbury Park, CA: Sage.
15. Gallagher, A. M., & Kaufman, J. C. (2006). Gender differences in mathematics. What we know and what we need to know. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics. An integrative psychological approach. Cambridge: Cambridge University Press.
16. Glaser, B., & Strauss, A. (1967). Discovery of grounded theory. Strategies for qualitative research. Sociology Press.
17. Halpern, D. F., & Wright, T. M. (1996). A process-oriented model of cognitive sex differences. Learning and Individual Differences, 8, 3-24.
18. Hanna, G. (2000). Declining gender differences from FIMS to TIMSS. Zentralblatt für Didaktik der Mathematik. International reviews on mathematical education, 32(1), 11-17.
19. Hedges, L. V., & Nowell, A. (1995). Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science, 269, 41-45.
20. Helmke, A., & Hosenfeld, I. (2004). Vergleichsarbeiten-Kompetenzmodelle-Standards. In M. Wosnitza, A. Frey & R. S. Jäger (Eds.), Lernprozesse, Lernumgebungen und Lerndiagnostik. Wissenschaftliche Beiträge zum Lernen im 21. Jahrhundert (pp. 56-75). Landau: Verlag Empirische Pädagogik.
21. Hyde, S. H., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139-155.
22. Jacobs, J. E., & Becker, J. R. (1997). Creating a gender-equitable multicultural classroom using feminist pedagogy. In J. Trentacosta & J. M. Kenney (Eds.), Multicultural and gender equity in the mathematics classroom. 1997 Yearbook NCTM (pp. 107-114). Reston, VA: NCTM.
23. Johnson, S. (1996). The contribution of large-scale assessment programmes to research on gender differences. Educational Research and Evaluation, 2(1), 25-49.
24. Kaiser, G., & Steisel, T. (2000). Results of an analysis of the TIMS study from a gender perspective. Zentralblatt für Didaktik der Mathematik, 32(1), 18-24.
25. Klieme, E. (1997). Gender-related differences in mathematical abilities. Effect size, spatial mediation, and item content. Paper presented at the 7th EArLI Conference, Athens. (quoted by Köller & Klieme, 2000 and Hosenfeld, Köller and Baumert, 1999).
26. KMK (2004). Bildungsstandards im Fach Mathematik für den Primarbereich. Beschluss der Kultusministerkonferenz vom 15.10.2004. Luchterhand.
27. Köller, O., & Klieme, E. (2000). Geschlechtsdifferenzen in den mathematisch-naturwissenschaftlichen Leistungen. In J. Baumert, W. Bos & R. H. Lehmann (Eds.), Dritte Internationale Mathematik-und Naturwissenschaftsstudie: Mathematische und naturwissenschaftliche Bildung am Ende der Schullaufbahn (Vol. II: Mathematische und physikalische Kompetenzen am Ende der Schullaufbahn (pp. 373-404). Opladen: Leske? Budrich.
28. Köller, O., & Trautwein, U. (Eds.). (2003). Schulqualität und Schülerleistung. Evaluationsstudie über innovative Schulentwicklung an fünf hessischen Gesamtschulen. Weinheim: Juventa.
29. Leder, G. C. (1992). Mathematics and gender: changing perspectives. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 597-622). New York: Macmillan.
30. Lobemeier, K. (2005). Welche Leistungen erbringen Viertklässler bei Aufgaben zum Thema Größen? Untersuchungen zur mathematisch-naturwissenschaftlichen Kompetenz im Grundschulalter im Rahmen von IGLU. Dissertation. Christian-Albrechts-Universität, Kiel. Longfield, J., & Nowak, J. (in preparation). Gender differences & mathematics achievement: a review of quantitative research.
31. Manger, T., & Gjestad, R. (1997). Gender differences in mathematical achievement related to the ratio of girls and boys in school classes. International Review of Education, Vol. 43(2/3) (pp. 193-201). Kluwer Academic Publishers.
32. Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden, R. A., & O'Connor, K. M. (2000). TIMSS 1999 international science report. Chestnut Hill: International Study Center, Lynch School of education, Boston College.
33. Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 international science report. Chestnut Hill: TIMSS & PIRLS International Study Center, Lynch School of education, Boston College.
34. Mullis, I. V. S., Martin, M. O., Beaton, A. E., Gonzalez, E. J., Kelly, D. L., & Smith, T. A. (1997). Mathematics achievement in the primary school years: IEA's Third International Mathematics and Science Study (TIMSS). Chestnut Hill: Boston College.
35. OECD (2003). The PISA 2003 assessment framework. Mathematics, reading, science and problem solving knowledge and skills. Paris: OECD.
36. OECD (2004a). Lernen für die Welt von morgen. Erste Ergebnisse von PISA 2003. Paris: OECD.
37. OECD (2004b). PISA 2003 Technical Report. Paris: OECD.
38. Pajares, F. (2006). Gender differences in mathematics self-efficacy beliefs. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics. An integrative psychological approach. Cambridge: Cambridge University Press.
39. Prenzel, M., Artelt, C., Baumert, J., Blum, W., Hammann, M., Klieme, E., & Pekrun, R. (Eds.) (2007). PISA 2006. Die Ergebnissse der dritten internationalen Vergleichsstudie. Münster: Waxmann.
40. Ratzka, N. (2003). Mathematische Fähigkeiten und Fertigkeiten am Ende der Grundschulzeit. Empirische Analysen im Anschluss an TIMSS. Hildesheim: Franzbecker.
41. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models. Applications and data analysis methods. Newbury Park, CA: Sage.
42. Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York: Wiley.
43. Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7(2), 147-177.
44. Snijders, T., & Bosker, R. (1999). Multilevel analysis. Lonon: Sage Publications.
45. Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? American Psychologist, 60(9), 950-958.
46. Stanat, P., & Kunter, M. (2001). Geschlechterunterschiede in Basiskompetenzen. In J. Baumert, E. Klieme, M. Neubrand, M. Prenzel, U. Schiefele, W. Schneider, P. Stanat, K. J. Tillmann & M. Weiß (Eds.), PISA 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich (pp. 249-269). Opladen: Leske? Budrich.
47. Steen, L. (1990). On the shoulders of giants: New approaches to numeracy. Washington, D.C.: National Academy Press.
48. Stern, E. (1998). Die Entwicklung des mathematischen Verständnisses im Kindesalter. Lengerich: Pabst.
49. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
50. Van den Heuvel-Panhuizen, M. (2004). Girls' and boys' problems: Gender differences in solving problems in primary school mathematics in the Netherlands. In B. Clarke, D. M. Clarke, G. Emanuelsson, B. Johansson, D. V. Lambdin, F. K. Lester, A. Wallby & K. Wallby (Eds.), International perspectives on learning and teaching mathematics (pp. 237-252). Göteborg: National Center for Mathematics Education.
51. Voyer, D., Voyer, S., & Bryden, M. P. (1995). Magnitude of sex differences in spatial abilities: A meta-analysis and consideration of critical variables. Psychological Bulletin, 117, 250-270.
52. Walther, G., Geiser, H., Langeheine, R., & Lobemeier, K. (2003). Mathematische Kompetenzen am Ende der vierten Jahrgangsstufe. In W. Bos, E. M. Lankes, M. Prenzel, K. Schwippert, G. Walther & R. Valtin (Eds.), Erste Ergebnisse aus IGLU. Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich. Münster: Waxmann.
53. Willingham, W. W., & Cole, N. S. (1997). Gender and fair assessment. Mahwah, NJ: Erlbaum.
54. Wu, M. L., Adams, R. J., & Wilson, M. R. (1998). ACER Conquest. Melbourne: The Australian Council for Educational Research Ltd.